Barriers to Clinical Supervision Practices in Botswana Schools

Bernard Moswela, Luke Moloko Mphale

Abstract


This study was conducted to investigate possible barriers to the effective implementation of clinical supervision in Botswana primary schools, junior and senior secondary schools. Since the study sought views, experiences and observations of respondents, it adopted a qualitative approach to data collection. Teacher practitioners on study leave at the University of Botswana formed the subjects of the study. Data were analysed by being categorised into themes. The findings of the study revealed three major themes deemed to be barriers to clinical supervision practices. These are; large class sizes; the implementation of the Performance Management System in schools; and senior teachers who are designated as supervisors to junior teachers simply by virtue of their official position and not because they are experts in the areas they supervise. Recommendations were made on how these barriers could be addressed in order to facilitate clinical supervision activities in schools.


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DOI: https://doi.org/10.11114/jets.v3i6.1054

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Journal of Education and Training Studies  ISSN 2324-805X (Print)   ISSN 2324-8068 (Online)

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