Assessment of Educational Supervision and Guidance services for Teachers in Shiraz

The aim of this study was to investigate the requirements of instructional supervision and guidance based on teachers’ perceptions in Shiraz high schools. To do so, a sample of 352, were chosen from teachers currently working in the four districts of Shiraz in the educational year of 2009 – 2010. Data was collected through the administration of a questionnaire constructed based on Olivia and Powel’s Educational Model which encompasses three areas; leadership in educational improvement, leadership in curriculum improvement and leadership in personnel improvement. Descriptive statistics, independent samples t-test, one-sample t-test and one-way ANOVA were used to analyze the data. The results showed that current condition of instructional supervision services in Shiraz high schools was in minimum acceptable level (Q2), and teachers demand to receive supervisory services more than desirable level (Q3) in favorable condition. The findings also showed that male teachers significantly require more monitoring services and guidance categories compared to their female counterparts. But, there existed no significant difference among teachers with various years of experience concerning these items. There were also significant differences between the two educational groups of humanities and mathematics regarding their need for classroom management, but no significant difference was found among other groups.