THE DEGREE OF PUBLIC-SCHOOL PRINCIPALS' PRACTICE OF RESIDENT SUPERVISION FROM THE POINT OF VIEW OF SCHOOL ADMINISTRATION SUPERVISORS IN THE NORTHERN GOVERNORATES OF PALESTINE
This study aimed to identify the degree of public-school principals' practice of resident supervision from the point of view of school administration supervisors in the northern governorates of Palestine, especially in the areas of (planning, professional growth for teachers, curriculum and its enrichment, and teacher performance evaluation). The researchers used the descriptive survey method in order to reveal the difference between the averages of the responses of the study community members towards these practices and within the framework of the determinants shown by the study. The study was implemented during the year 2021. The researchers developed the study tool in the form of a questionnaire, where the percentage of follow-up schools reached (49.2%) of the total number of schools in the northern governorates. The results showed the prevalence of the degree of school principals' practices of resident supervision from the point of view of school administration supervisors in the northern governorates, with a medium degree in general, as the arithmetic mean for them on the scale's total score was (3.35) with a standard deviation of (0.37). The results were in the field of planning to a medium degree, with an arithmetic mean (3.32) and deviation (0.46), and in the field of professional growth to a medium degree, with an arithmetic mean of (3.26) and a deviation (0.39), and in the field of curricula to a medium degree, with an arithmetic mean (3.27) and deviation (0.35), and in the field of Evaluation is of a medium degree with an arithmetic mean (3.56) and a deviation (0.45), the highest being the evaluation domain and the lowest being the professional growth domain. The results also showed a small difference in the arithmetic average in favor of implementing the supervisory visits, and following up on the teachers’ achievements in the field of the curriculum, and showed less homogeneity in the development of teachers professionally, studying their needs, encouraging them for self-evaluation, and encouraging them to conduct procedural research. The researchers recommended the need to increase attention to training school principals to perform their role as resident supervisors, follow up the challenges and diagnose problems facing the principal in his role as resident supervisor, and focus on preparing specialized training programs in each field of study for school principals, directing their attention towards following up the professional development of teachers, and encouraging them On self-evaluation, and conducting action research, to develop and improve learning outcomes.
Keywords: School Principals, Government, Resident Supervision, Department Supervisors, Northern Governorates, Palestine.