發(fā)布時(shí)間：2022-02-05 05:52

　　本研究旨在探討亞的斯凱特馬市多所小學(xué)中校本督導(dǎo)的實(shí)踐與問題。作者采用了量的研究方法。亞的斯凱特馬市的總?cè)丝跒?016人,本研究采用系統(tǒng)隨機(jī)抽樣與目的抽樣法,從中選取了187位教師、105位校本督導(dǎo)員（40位部門主任、30位組長、35位校監(jiān)委委員）、7位校長以及6位學(xué)區(qū)監(jiān)察員;采用封閉式與開放式問卷調(diào)查以及訪談采訪收集數(shù)據(jù)。本研究運(yùn)用Microsoft Excel軟件對數(shù)據(jù)進(jìn)行統(tǒng)計(jì)。作者成功回收了51份封閉式問卷、3份開放式問卷與5份訪談記錄,并對有效問卷進(jìn)行均值分析。教師與校本督導(dǎo)員填寫的問卷結(jié)果顯示:課程相關(guān)的校本督導(dǎo)實(shí)踐均值為1.86;教學(xué)發(fā)展相關(guān)的校本督導(dǎo)實(shí)踐均值為2.11;教師發(fā)展實(shí)踐均值為1.91;課堂觀察實(shí)踐均值為2.17。由此可見,在小學(xué)學(xué)校中,校本督導(dǎo)并未得到有效落實(shí)。此外,本研究發(fā)現(xiàn),影響校本督導(dǎo)的因素包括學(xué)校自身以及校本督導(dǎo)員與調(diào)查對象自身相關(guān)的許多問題,主要表現(xiàn)為教學(xué)水平欠佳且缺乏提高教師專業(yè)能力與改進(jìn)教學(xué)過程的工作實(shí)踐。最后,本研究提出了以下建議:為學(xué)校分配足夠的預(yù)算資金;校級至教育局的相關(guān)人員應(yīng)制定指導(dǎo)方針、發(fā)布指導(dǎo)手冊并改善校本督導(dǎo)組織的結(jié)構(gòu);校級至地區(qū)級的... 

【文章來源】：華東師范大學(xué)上海市211工程院校985工程院校教育部直屬院校

【文章頁數(shù)】：75 頁

【學(xué)位級別】：碩士

【文章目錄】：
摘要
ABSTRACT
ABBREVIATION AND ACRONYMS
CHAPTER 1 INTRODUCTION
    1.1 Background of the Study
    1.2 Statement of the Problem
    1.3 Research Question
    1.4 Objective of the Study
    1.5 Significance of the Study
    1.6 Delimitation of the Study
    1.7 Definition of the Terms
    1.8 Brief Summary of the Chapter
CHAPTER 2 LITERATUREREVIEW
    2.1 Concepts and Definition of Supervision
    2.2 The History of Supervision Perspective in Ethiopia
        2.2.1 Current Practice of Educational Supervision in Ethiopia
    2.3 Principles of Educational Supervision
    2.4 Approaches of Educational Supervision
        2.4.1. Collegial Supervision
        2.4.2. Individualized Supervision:
        2.4.3. Inquiry-based Supervision:
        2.4.4. Clinical Supervision:
        2.4.5 Informal Supervision
    2.5 School-Based Supervision
    2.6 Domain of School-based Supervision
        2.6.1 Instructional Development
        2.6.2 Curriculum Development
        2.6.3 Staff Development
    2.7 The Practice of SBS in the Procedure of Classroom Instructional Observation
        2.7.1 Pre-Classroom Observation
        2.7.2 Classroom Observation
        2.7.3 Post Observation Conference
    2.8 The Practice of SBS in Promoting Teachers’ Professional Development
        2.8.1 Induction
        2.8.2 Mentoring
        2.8.3 Peer Coaching
        2.8.4 Promoting Effective In-service Teachers at School Level
    2.9 Problems in School-Based Supervision
        2.9.1 Problems Related to School
        2.9.2 Problems Related to Supervisors
        2.9.3 Problems Related to Clients
    2.10 Brief Summary
CHAPTER 3 METHODOLOGY
    3.1 Research Approach
    3.2 Research Design
    3.3 Source of Data
    3.4 Population, Sample Size and Sampling Technique
        3.4.1 Population
        3.4.2 Sample Size and Sampling Techniques
    3.5 Data Gathering Instruments
        3.5.1 Questionnaire
        3.5.2 Interview
    3.6 Validity of the Instruments
    3.7 Data Collection Procedure
    3.8 Ethical Consideration
    3.9 Data Analysis
    3.10 Brief Summary
CHAPTER 4 PRESENTATION AND ANALYSIS OF RESULTS AND DISCUSSIONS
    4.1 Presentation of the Results
        4.1.1 Characteristics of the Respondents
        4.1.2 The Practice of SBS
        4.1.3 The Major Problems of Exercising SBS
        4.1.4 Results of Interview
    4.2 Discussion
        4.2.1 The Practice of School-Based Instructional Supervision
        4.2.2 The Major Problems in the Process of Practicing SBS
    4.3 Brief Summary
CHAPTER 5 SUMMARY, CONCLUSION AND RECOMMENDATION
    5.1 Summary
    5.2 Conclusion
    5.3 Recommendation
    5.4 Limitation of the Study
    5.5 Brief Summary
REFERENCE
APPENDIXS
    APPENDIX A Questionnaire
    APPENDIX B Interview
ACKNOWLEDGEMENT



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