The Mediating Role of Teachers’ Attitudes toward Instructional Supervision in the Association between Instructional Supervisory Practice and Teachers’ Job Performance

Abstract

The school needs to pay instructional supervision considerable attention to implement better teaching-learning procedures that will result in a more effective education. These procedures ought to remain democratic and cooperative. The attitude of the teachers toward supervision influences the outcomes of the supervision process. Therefore, in the context of secondary schools in Ethiopia's Dembecha area, this study sought to explore the mediating effect of teacher attitude to instructional supervision in the relationship between job performance and instructional supervisory practice. A mixed research design that was convergent parallel was utilized. Using comprehensive sampling, all four principals, two secondary school supervisors, and three hundred teachers participated in the study. Consequently, the study discovered that although teachers' work performance was at a moderate level, the status of instructional supervisory practice and their attitudes about it were at a low level. There were positive, significant, and moderate levels of correlation between instructional supervisory practice, teachers' attitudes toward instructional supervision, and teachers' job performance. Finally, the study revealed that teachers' attitude toward instructional supervision has a mediating impact on the association between instructional supervisory practice and job performance. In terms of practical applications, this study supports educators and school administrators in recognizing the benefits and drawbacks of instructional supervision and in implementing corrective actions to address the issues secondary schools encounter. Secondary schools’ instructional supervision practices need to be improved further to be widely accepted by teachers and put into practice.