Chaula Linus
The University of Dodoma, College of Education, Department of Educational Management and Policy Studies, Linus Chaula, P.O. Box 529, Dodoma, Tanzania.
Heliyon. 2023 Jan 16;9(1):e13021. doi: 10.1016/j.heliyon.2023.e13021. eCollection 2023 Jan.
The study was conducted in Tanzania using Njombe Region as a case study. The region is located in Southern Highlands; its land area is 21,299 Square kilometres, and its water area is 3695 Square kilometres. The government of Tanzania started to supervise secondary schools through a clinical supervision approach in 2008. The essence of employing a clinical supervision strategy is to enable teachers to develop fundamental shifts in how they view themselves as professionals in the teaching profession. This study was a mixed-methods and multiple cross-sectional case research design. Ninety-four participants filled in the questionnaires, and twenty-eight participated in the semi-structured interviews and FGDs. The SPSS version 25 supported the analysis of quantitative data, while qualitative data, on the other hand, were analysed through content analysis. The study found that effective communication and cooperation were positive factors influencing effective clinical supervision in schools. Consequently, teachers developed positive teaching emotions. The study found that textual teaching and learning materials, teaching workload and schools' infrastructure were negative factors for clinical supervision practices. As a result, teachers developed negative teaching emotions. The study concludes that effective communication and teachers' necessary supervisory cooperation significantly strengthened school heads' clinical supervision practices, and the shortage of textbooks, teachers' heavy workload, and a severe shortage of teachers' houses weakened it. Positive teachers' emotions among teachers emerged as a result of the appropriate clinical undertaking. Negative teachers' emotions emerged from improper clinical supervision practices. The government is recommended to improve clinical supervision by supplying teaching and learning resources, balancing the class size and designing teachers' housing services schemes. This article offers a practical understanding of factors that hinder and reinforce clinical supervision practices in Tanzania. A new insight brought by this article to the international communities, particularly Sub-Saharan countries, including the effects of clinical supervision on emerging teachers' emotions. Future researchers are encouraged to design developmental research studies that construct standards framework for clinical supervision practices in the context of lower secondary schools. Educationalists are encouraged to set strategies and implement them by mitigating heavy teaching workload, inadequate physical infrastructure and shortage of textual teaching and learning materials.
该研究在坦桑尼亚进行，以恩琼贝地区作为案例研究。该地区位于南部高地；其陆地面积为21,299平方公里，水域面积为3,695平方公里。坦桑尼亚政府于2008年开始通过临床督导方法对中学进行监督。采用临床督导策略的本质是使教师在如何将自己视为教学专业人员方面发生根本性转变。本研究采用混合方法和多横断面案例研究设计。94名参与者填写了问卷，28人参与了半结构化访谈和焦点小组讨论。SPSS 25版本支持定量数据分析，而定性数据则通过内容分析进行分析。研究发现，有效的沟通与合作是影响学校有效临床督导的积极因素。因此，教师产生了积极的教学情绪。研究发现，文本教材、教学工作量和学校基础设施是临床督导实践的消极因素。结果，教师产生了消极的教学情绪。该研究得出结论，有效的沟通和教师必要的督导合作显著加强了校长的临床督导实践，而教科书短缺教师工作量大以及教师住房严重短缺则削弱了这一实践。适当的临床工作产生了教师的积极情绪。不当临床督导实践则产生了教师的消极情绪。建议政府通过提供教学资源、平衡班级规模和设计教师住房服务计划来改善临床督导。本文提供了对阻碍和加强坦桑尼亚临床督导实践的因素的实际理解。本文给国际社会，特别是撒哈拉以南国家带来了新见解，包括临床督导对新入职教师情绪的影响。鼓励未来的研究人员设计发展性研究，为初中阶段的临床督导实践构建标准框架。鼓励教育工作者制定策略并通过减轻繁重的教学工作量、不足的物质基础设施以及文本教材短缺的问题来加以实施。
