Influence of Educational Supervision on Attitude Change Among Secondary School Teachers in Educational District No. 1 6 - 01 in Cotuí

Abstract

Supervision is conceived as a set of educational activities aimed at improving students' learning outcomes, which translates into greater efficiency and effectiveness in the quality of education (SEE, 2000, Secondary Education Directorate. Follow-up: Educational Supervision Centered on Processes). Educational supervision is known to coordinate, encourage, and guide teachers' performance so that, through them, each individual is motivated toward the fullest and most intelligent participation in the society to which they belong. However, what most affected the low efficiency and effectiveness in implementing the new curriculum was teachers' reluctance to change their behavior in the face of the challenges posed by the new mission, vision, goals, and purposes of education (Curriculum Foundations, Volume I). This undergraduate thesis aimed to evaluate the influence of educational supervision on the attitude change of secondary-level teachers regarding planning, organization, responsibility in fulfilling their teaching duties, leadership, and educational evaluation, in Educational District 16-01, Cotuí, school year 2005-2006. A non-experimental, cross-sectional, descriptive design was used. The population consisted of eighteen (18) secondary education centers, twelve (12) of which belonged to the public sector, with two hundred forty-five teachers, and six (6) to the private sector, with forty-five teachers. The sample size was one hundred sixty-five teachers, of whom one hundred thirty-seven were from the public sector and twenty-eight from the private sector, according to the sample proportion table developed by Morgan (1970). Teachers under study were selected at random, and a closed-question questionnaire was then applied to the directors of the different educational centers. Statistical analysis of the data was carried out using the Likert scale, as cited by Hernández Sampieri, Roberto (2003), which assigns a score to the intensity of teachers' attitude ranging from one (1) to five (5), where one represents a low (1) attitude and five (5) a high attitude, whether positive or negative. It was found that all directors carry out educational supervision at their respective centers and that teachers accept, or even welcome, having their classroom work supervised. All teachers show a positive attitude ranging from "high to very high," with the exception of three (3) centers whose attitude ranges from "medium to high," which places teachers as receptive to educational supervision in the aspects evaluated in the teaching-learning process and in the evaluation process.

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