Supervisory Practices through the Lens of In-Service English Teachers in the Region of Fez-Meknes in Morocco

Abstract

Educational supervision has historically been of the utmost importance. It has been widely regarded as vital, particularly in enhancing instruction. Nonetheless, previous research has reported dissatisfaction among teachers and supervisors with supervision outcomes, raising questions about the effectiveness of supervisory practices. Investigating this issue, therefore, was the primary intent of this quantitative study. Data were collected from 55 in-service high school English teachers in the public sector in the region of Fez-Meknes, Morocco, using a questionnaire as the research instrument. The data were analysed statistically using the Statistical Package for the Social Sciences. The results of the study demonstrate that supervisors adopt a formative supervisory approach. Nevertheless, various deficiencies in their practices are identified, especially the lack of a comprehensive supervisory cycle and a slightly higher tendency towards summative evaluation. Accordingly, it is recommended that the existing approach be enhanced by establishing a comprehensive supervisory cycle and strengthening formative-oriented evaluation practices.