Obstacles of Critical-Friend Model of Educational Supervision from the Perspective of Teachers in the Secondary Schools in the Northern Governorates of Palestine
| Dr. Abdulmajid Assaf, Assistant Professor of Educational Administration, Palestine massaf1000@hotmail.com |
| Haya Dardasawi, Master of Education hayadardasawi220@gmail.com |
Abstract
The study aimed at getting acquainted with the extent of assessing a sample of secondary school teachers in Gaza governorates and identifying the obstacles facing the educational supervisors in applying the critical friend model, in addition to discovering whether statistically significant differences were found at (0.05≥?) among the averages of assessment degrees of the sample members to these obstacles attributed to the variables of sex, academic qualification and years of service. To achieve this goal, the two researchers adopted the descriptive analytical approach by applying a questionnaire of 32 items on a sample of 336 teachers (both sexes).
The results showed that the degree of assessment of the total members of the sample to the obstacles facing the educational supervisors in applying the critical friend model were high at a relative weight of 68.33%. The area of administrational obstacles ranked first, while the area of personal obstacles came last, adding that there are no statistically significant differences among the averages of the assessment degrees of such obstacles attributed to the variable of years of service and academic qualification, while there were differences attributed to the variable of sex in favour of the she-teachers.
The study recommended that a field research is a must concerning the model of supervision preferred by the teachers to be circulated.
Key Words: obstacles – educational supervisors – critical friend – school – Palestine.
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