Effect of Prevalent Supervisory Styles on Teaching Performance in Kuwaiti High Schools

Abstract

Purpose: This study sought to identify the importance of supervision in Kuwaiti high schools from the viewpoints of heads of departments and school teachers, as well as identifying the gap between ideal and prevalent supervisory styles in Kuwaiti high schools and determining the effects of supervision on teachers’ professional performance. Methodology: The researcher took a qualitative approach, using structured interviews with a study sample represented by six heads of departments and six teachers from two high schools in Kuwait. Findings: It was found that supervision as a tool for continuous improvement in the school system positively affected the school climate. There was a gap between actual and ideal supervisory styles in the schools studied. Supervision had a positive effect on the professional performance of teachers; supervisors’ notes and observations helped teachers in identifying their shortcomings and modifying their behavior accordingly. Challenges to the effective implementation of supervision in high schools included unsuitable supervisory practices, loss of connection between the teacher and the supervisor, teacher resistance to support, and lack of meaningful feedback. Recommendations: It is necessary to employ advanced supervisory styles in order to cope with the changes in the surrounding environment. Further study will help to determine the effect of supervision on the relationship between teachers and students.