Shiraz Instructional Supervisor's Self-assessment of their Supervisory Performance as Compared to Teacher's Assessment based on Oliva and Pawla's Model of Instructional Supervision

The purpose of this tudy was to compare the instructional supervisors’ self-assessment of their performance with the teachers’ assessment of such performance based on Oliva and Pawlas’ model of instructional supervision. For this purpose, a stratified random sample including 368 teachers and 120 instructional supervisors of quadruplet educational districts of Shiraz was selected. For data gathering, Torkzadeh and Norozi’s scale of instructional supervision services (2010) was used. Reliability of the scale (0.80) and its validity (0.63-0.90) were estimated and verified. For data analysis, one sample t-test, independent samples t-test and repeated measures analysis of variance were used. The results showed that: 1) Shiraz instructional supervisors assessed their total supervisory performance as well as dimensions of helping teachers in instruction design, instruction presentation, classroom management, instruction evaluation, group works and individual assistance higher than average and in a desirable range, and their performance in the dimensions of curriculum design and implementation, curriculum evaluation, in-service programs and self-assessment in an average level. 2) Teachers assessed the total supervisory performance of the instructional supervisors as well as their performance in all the dimensions of supervisory practices less than average and in an undesirable range. 3) Instructional supervisors assessed their supervisory performance significantly higher than the teachers’ assessment in terms of both the total performance and all its dimensions. 4) There was a significant difference between the 8 Academic Journal of Curriculum Research teachers’ assessment of the instructional supervisors’ performance in the domains of teacher development, curriculum development and instructional development.