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Identifying the Opportunities and Challenges of Supervision and Educational Guidance: A Phenomenological Research

Document Type : Research Paper

Authors

1 Ph.D. Student Educational Management, Faculty of Humanities, Bu-Ali Sina University, Hamedan, Iran. E-mail: educationsaedi@gmail.com

2 Corresponding Author, Assistant Professor, Department of Education Sciences, Faculty of Humanities, Bu-Ali Sina University, Hamedan, Iran. E-mail: m.taajobi@basu.ac.ir

3 Assistant Professor, Department of Education Sciences, Farhangian University, Sanandaj, Iran. E-mail: Ghadermarzihabib1348@gmail.com

Abstract

This study aims to explore the lived experiences of educational leaders regarding the implementation of educational supervision in elementary schools in Kamyaran, Iran, and the associated challenges. Employing a qualitative approach within a hermeneutic and participatory paradigm, the study utilized interpretive phenomenological analysis. Ten elementary school educational leaders from Kamyaran (Kurdistan Province) were purposefully selected based on extensive professional experience, outstanding job performance, and participation in educational supervision workshops. Data collection continued until saturation was reached. The findings revealed three main models of educational supervision and guidance: scientific supervision model (offering solutions, clarifying expectations for teachers, raising awareness, and promoting professionalism), trust-based supervision model (providing teacher support, building trust, and ensuring job security), and self-reflective supervision model (enhancing students' academic achievement, addressing educational challenges, improving teaching-learning processes, and fostering a sense of value and being purposeful).  Key challenges identified include: structural challenges (insufficient salaries and benefits, centralized organizational structures, and predefined goals), motivational challenges (traditional attitudes toward supervision and guidance, and student dropout), scientific challenges (limited knowledge of educational leaders, appointment-based selection processes, and one-dimensional perspectives), and insight-related challenges (lack of belief in the importance of educational supervision, superficial understanding of its role, and lack of change understanding).
 

Keywords

References
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Research on Educational Leadership and Management
Volume 8, Issue 31
October 2024
Pages 27-53
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