Abstract:
This study investigated the supervisory styles used in the supervision process and their relationship to outstanding teachers' performance from the perspective of principals and teachers in public schools in Jerusalem, taking into account the variables (sex, educational qualifications, job title, and number of years of experience). The study used a mixed curriculum (a qualitative approach as well as a descriptive approach) and the study sample included 283 male and female teachers as well as 51 male and female principals in the year 2022/2023. It utilized two tools which contained two topics: supervisory style containing 37 statements and outstanding performance containing 22 statements. Secondly, a focus group was conducted. It targeted 17 male and female principals as well as male and female teachers from different public schools in Jerusalem and their validity and reliability were confirmed.
Among principals and teachers in public schools in Jerusalem, the total score for the level of supervisory styles used in the supervision process from the perspective of principals and teachers in public schools in Jerusalem was average with an arithmetic mean of (3.24). Several results emerged from the focus groups including the exchange of experiences between the educational supervisor and the teachers regarding classroom procedures. A total score of 3.77 was obtained for the outstanding performance of teachers and the results of the focus groups indicated that the teacher used methods, means and strategies that contributed to his self-development and development as a teacher. The results also showed that there were statistically significant differences at the level of significance (0.05 ≥ α) on the supervisory patterns scale used in the supervision process on the total score according to the gender variable in favor of males as well as statistically significant differences based on the educational qualification variable in favor of those possessing a bachelor's degree. There are statistically significant differences according to the job title variable in favor of public school principals and the number of years of service variable also shows statistically significant differences. According to the interaction between the variables of gender and educational qualification, there were no statistically significant differences. Moreover, the results showed that there were no statistically significant differences on the outstanding performance scale for teachers based on their gender or educational background and the interaction between them. In addition to the absence of statistically significant differences according to the job title variable. However, statistically significant differences were also found in the number of years of service variable which was in favor of those in service for (10 years and more.) A positive intermediate linear relationship was found between the averages of the supervisory styles used in the supervisory process and the degree of outstanding performance.
Based on these findings, the study recommends that educational supervisors be trained using the supervisory styles and all its various kinds.
