Do collegial supervisory practices influence teachers' growth? A study in Malaysian secondary school

• Main Authors: Musah, Mohammed Borhandden, Hashim, Azmir, Mohd. Tahir, Lokman
• Format: Article
• Published: Institute of Advanced Scientific Research, Inc. 2020
• Subjects: L Education (General)
• Online Access: http://eprints.utm.my/id/eprint/90724/; http://dx.doi.org/10.5373/JARDCS/V12SP7/20202298
• Institution: Universiti Teknologi Malaysia

This study investigated collegial supervisory (CS) practices in the context of Malaysian public secondary schools. A total of 357 secondary school teachers provided feedback to a 26-item survey instrument on four basic principles of collegial supervision and teachers‘ growth. The findings reveal that senior teachers have more positive and higher levels of confidence that the practice of collegial supervision enhances teachers‘ relationships due to their broad exposure on the initial practice of collegial supervision. Based on the multiple regressions results, Malaysian secondary school teachers perceived that teachers have a significant influence on their growth compared to the other three major variables within the collegial supervision framework. The findings also demonstrate that CS is vital for enhancing instructional supervision in Malaysian public secondary school. The findings further reveal that teachers‘ gender was perceived to have significant differences in terms of teachers‘ growth with male teachers have a higher level of confidence towards the practice of collegial supervision in secondary schools compared to their female counterparts.