The obstacles of educational supervision from point of view of the teachers working in the schools of the ministry of education in karak governate

Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No.8, 2012

The Obstacles of Educational Supervision from Point of View of the
Teachers Working in the Schools of the Ministry of Education in
Karak Governate
Maysam Tawfiq Dmethan Almajali*
Ministry of Education, The Directorat of Education in Karak Governorate, Jordan
* E-mail of the corresponding author: mohammad_n_k_s@yahoo.com
Abstract
This study aimed to identify the important obstacles of educational supervision from the point of view of the teachers
working in the schools of the ministry of education in Karak governate, the researcher used the descriptive method
because of its convenience with the nature of the study, the study sample was consisted of the teachers working in the
schools of the ministry of education in Karak governate, descriptive statistic was used plus t test.
The results of the study showed that there are obstacles in the five fields of the educational supervision; also it
showed that there are no statistically significant differences in the obstacles facing educational supervision in schools
of the ministry of education in Karak governate that are attributed gender variable.
Keywords: educational, teachers, supervision, schools.

1.Introduction
The development of educational supervision is considered of the development of management theories like the social
behavioral school and systems theory. The educational systems is considered one of the important social systems as
the educational system is concerned with building a good human being capable of participating effectively in the
building and advancing his society. This system collects its elements from students, teachers, administration,
buildings, teaching means and curricula. Altanay (2007) refers to the educational supervision term as one of the
modern terms whose philosophy is based upon the emphasis of improving the performance of the teacher who are
considered the center of the supervision process under the condition of the availability of democratic environment
built on the mutual respect and the care of teachers' needs that is positively reflected on the improvement of the
teaching learning process.
Educational supervision also aims to improve the teaching learning process through active control of all variables
affecting them and the preventive and crucial dealing with the components that form the educational system up to the
development of the educational process with its inputs, operations and results (Tanner, 1987), and one of the aspects
that indicate the development of supervisory work and its originality are its association with a set of goals that when
achieved learning elements of the educational process will be developed and blurred, showing specialized roles for
each element beginning with the student centre of the educational process and through teacher who are considered
the engine of that axis also a facilitator and an educational intermediary to the headmaster of the school as a leader,
organizer and superintendant, so between these elements the role of the supervisor in providing educational facilities
and investigate the problems and find solutions is clearly highlighted.(Ayesh, 2008).
The educational supervision passed through advanced stages that started with the inspection that is concerned with
ensuring that teachers are doing their duties within the frameworks and the means specified beforehand, and it was
found that this type of supervision was unable to improve education in school because it was looking down on the
shape without affecting the substance. As a result of research and studies in the areas of psychology, social
psychology educational administration a clear development in the philosophy of educational supervision has
occurred and this philosophy was demonstrated in the focus of improving the performance of teachers as they are
considered the axis of the supervisory process that should be done in a democratic atmosphere based on mutual
respect and attention to the needs of the teacher. (Alhamdon, 1992)
2.The problem of the study
Despite the attention to educational supervision system and its organs given by the Ministry of education, it was
observed that the educational supervision system shortfalls to keep pace with modern trends and still one educational
supervisor oversees a large number in his specialization as the ratio of supervisors to teachers are very small and only

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one supervisor is found to all teachers in the Directorate which bust the educational supervisor so he cannot
perform the tasks and functions of modern educational supervision that requires consultation and cooperation
between the supervisor and teacher (Alhamdon, 1992)
From the above, it is evident that educational supervision faces numerous difficulties and obstacles limiting the
effectiveness and the role of the supervisor and his expectations for himself and expectations of teachers who
supervise and expectations of those who are responsible of him that is reflected on the educational effectiveness of
the supervisory process done by the supervisor.
Due to the observations of the problems and the obstacles posed by supervisors, it is essential to perform this study in
order to investigate the obstacles facing the educational supervision as seen by the teachers of the ministry of
education schools in the governorate of Karak.
3.Study objectives
The current study aims to
1. Identify obstacles to educational supervision from the viewpoint of the teachers of the ministry of education
schools in the governorate of Karak.
2. Identify obstacles to educational supervision from the viewpoint of the teachers of the ministry of education
schools in the governorate of Karak attributable to gender variable
3.Fields of study
1. The human field:- the teachers of the ministry of education schools in the governorate of Karak.
2. The spatial field: Karak governorate.
3. The time field:-study in chapter II 2011/2012 m.
4.Study terms
Educational supervision: a democratic, technical, leading, organizing, holistic, continual process designed to develop
teaching learning process through effective interaction between educational supervisor and Director of the school and
the teacher and the student.(Sergeovani, 1993)
Constraints: a professional problem facing both the teacher and supervisor and prevent them from achieving their
plotted and planned goals. (Al-zohbi, 1990)
5.Theoretical framework
The obstacles of educational supervision include administrative, economic, technical, social and personal
impediments.
I. Administrative obstacles:
Plenty of administrative burdens and duties of the educational supervisor and teacher so a big time and effort are
consumed which reflected negatively on the supervisory performance and thus in the educational process as a whole.
Lack of training courses for supervisors and teachers, causing a decrease and limitations in experiences leaving both
supervisor and teacher with traditional and ineffective experiences and methods, and weak capacity of principals to
exercise educational supervision and follow-up, as well as limited numbers of supervisors against teachers, and the
absence of criteria for the selection of qualified teachers, who teach subjects not of their specialization, lack of places
for meetings and programs, and the failure to provide help means of supervision to schools, and the complaining of
some principals of the school because of in job training of the teachers, weak awareness of responsibility to work by
some supervisors, principals and teachers. (Aayesh, 2008)
II. Economic obstacles:
This includes the scarcity of: educational methods and material incentives for supervisors and teachers, books in
school libraries and neglecting educational handouts. (Tanner, 1987)
III. Technical obstacles:
neglecting of the educational supervisor's directives by some teachers, the weak efficacy of teacher or the
supervisor, poor affiliation of the teacher to the profession, overcrowded students in classrooms, and the lack of
participation of teachers in educational planning for teaching and learning processes, weak teacher professional
growth including: lazy, frozen, rejecting, tyrant and negligent, and difficulty of curricula and educational
evaluation methods of the weak, and teachers are not convinced with the guidance of supervisor and
non-diversification of methods of educational supervision. (Huwaidi, 2002; Ayesh, 2008).
IV. Social obstacles:
School environment is sometimes inappropriate, for example, rented buildings that do not provide tools for security
and safety and the lack of laboratories and laboratories required large squares and non-availability of sports activities

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and the lack of theatres for theatrical and cultural activities. (Tanner, 1987)
5. Personal obstacles:
This includes the inability of some supervisors and managers to follow appropriate leadership methods, poor
relationship between them and the teachers and the emergence of some personal problems and their impact on work
sometimes. (Ayesh, 2008)
6.Previous studies
Alhamdon (1992) conducted a study aimed at identifying impediments of educational supervision in physical
education as seen by the physical education supervisors in Jordan also aimed to identify solutions and future
aspirations of educational supervision in physical education. The sample of the study consisted of (39) individuals
as the number of supervisors equals (39) supervisors all of them are chosen and the total number of teachers equals
(290) who are randomly and stratified chosen to answer questions of the study. Two questionnaires were
developed for measuring obstacles in educational supervision for physical education course included (65) items
distributed over eight areas of educational supervision: planning, curriculum, education, professional growth,
correction, educational administration, class management, relationship with colleagues and society, the second
measure for measuring solutions and future aspirations of educational supervision and includes (18) items, and the
results indicated to the existence of constraints facing the educational supervision in physical education with high,
medium, and low levels, and that there are no statistically significant differences in the degree of sense of
supervisory obstacles attributable to the variables of gender, nature of work, experience and academic qualification.
The researchers recommended taking into account major obstacles facing the educational supervision in physical
education and work to prioritize these obstacles in order to find ways to avoid them and upgrade education in Jordan.
Almghidi study (1997) aimed to detect obstacles to educational supervision as seen by educational supervisors in
Al-Ahsa governate in the light of the variables of gender, academic qualifications and experience where included 47
female supervisors and 29 male supervisors. The researchers prepared a questionnaire that include economic,
technical and administrative, social, personal, fields, and the results showed of the study confirmed the existence of
obstacles in the areas of educational supervision and also showed that there are statistically significant differences in
gender variable for the advantage of females.
Study of Hetrih (1999), aimed to identify obstacles to educational supervision in the stage floor as seen by
supervisors and teachers of stage floor in Jordan and to identify solutions and future aspirations of supervision in the
stage floor.
The sample of the study consisted of (330) individuals and total number of supervisors (30) supervisors and the total
number of teachers equals (300) selected by stratified random way.
To answer the questions of the study two questionnaires were developed, the first measures the obstacles of
educational supervision in the stage floor included (80) items distributed over (8) areas representing the areas of the
supervisor's work such: educational planning, curriculum, professional growth, teaching, correction, educational
administration, class management , the relationship with colleagues and community.
The second questionnaire measures the solutions and aspirations of future educational supervision and included a
paragraph (25) items.
The researchers have used arithmetic averages and standard deviation and created using test (v) and unilateral
variance analysis.
The results of the study found that of the constraints facing the educational supervision in the stage floor-level high,
medium and low.
The researchers recommended to take into account major obstacles facing the educational supervision and work to
prioritize these obstacles in order to find ways to avoid them and to upgrade education in Jordan and to develop a
program for the development of educational supervision in the stage floor and increase the number of supervisors
and reduce the number of teachers per supervisor and subsequent studies covering all aspects of educational
supervision.
Masa'deh study (2001) aimed to detect obstacles to educational supervision as seen by educational supervisors in
education directorates in the northern governorates and to study the impact of gender, experience, academic
qualification and interaction between them on obstacles to educational supervision facing the supervisors.
The population of the study consisted of educational supervisors working in the directorates of education in the
northern governorates summed (277) supervisors for the school year 2000/2001 the sample was of stratified
random type consisted of (151) supervisors and the researchers developed a questionnaire consisted of (63) item

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distributed over (8) areas of planning, curriculum, education, professional growth, correction, educational
administration, class management, relationship with colleagues and community.
The researchers found that the degree of obstacles to educational supervision, as seen by educational supervisors,
was considerably high.
The researchers recommended abandoning commanding method because the goal of the work of supervisor is
improving learning and teaching, and making dialogue sessions between supervisor and teachers and the
coordination between colleges of education and the Ministry of education to benefit from the results of such studies.
Alharbi study (2006) aimed to identify the obstacles to educational supervision in Saudi Arabia as seen by the
educational supervisors and headmasters of the middle and secondary schools in Alress educational area. Also the
study aimed to detect whether there are statistically significant differences between supervisors and headmasters of
middle and secondary schools in seeing these obstacles.
The sample of the study consisted of all supervisors in the directorate of education and supervisory centers of
educational administration in Alress educational area in the KSA (110) supervisors, and all headmasters of middle
schools summed (46) headmasters, and all the headmasters of the secondary schools summed (26) headmasters. In
order to achieve the objective of the study, the researchers developed a tool consisted of (80) items to measure 10
areas of: planning, curriculum, education, professional growth, correction, educational administration, class
management, relationship with colleagues and society. The study found that the most impeding factor of educational
supervision from the viewpoint of educational supervisors was from teachers' area, from the viewpoint of middle
schools headmasters was the area of supervisory system and from the viewpoint of secondary schools headmasters
was teaching.
7.Study questions?
1. What are the obstacles to educational supervision from the viewpoint of teachers working in the public schools in
the governorate of Karak?
2. Are there any statistically significant differences in obstacles to educational supervision from the viewpoint of
teachers working in public schools in the governorate of Karak attributable to gender?
8.Study procedures
-Study method: researchers have used a descriptive approach to fit the nature of the study.
-Population of the study: the study's overall population consisted of teachers in public schools in the governorate of
Karak.
9.The type of study and its methodology
This study belongs to the exploratory analytical studies and pursue a data collection and analysis to reach results, and
(200) questionnaires were distributed, (170) questionnaires returned and (20) questionnaires were excluded therefore
only (150) questionnaires were used representing the population and the study sample.
-The study sample: the sample of the study consisted of (150) teachers.
Table (1) shows the distribution of the sample according the variable of the study.
10.Study tool:
The researchers used the same tool used in the study of Alhamdon (1992) which is a questionnaire consisted of 30
items covering 5 fields (see appendix 1).
1. The first field: supervision obstacles in the field of planning including 6 items.
2. The second field: supervision obstacles in the field of curricula including 6 items.
3. The third field: supervision obstacles in the field of teaching including 6 items.
4. The fourth field: supervision obstacles in the field of correction including 6 items.
5. The fifth field: supervision obstacles in the field of class management including 6 items.
11.Study consistency
The consistency of the study was verified using applying and re-applying method where the researchers apply the
tool on a sample consisted of 10 teachers outside the original sample with one week time separation between the first
application and the second one. The correlation coefficient were calculated between the estimates of the individuals
of the sample between the 2 applications and the values of Cronbach's alpha of the field of the study ranged between
(0.899 – 0.981) for the fields and (0.959) for the tool as a whole. Table (2) illustrates the values of the consistency
coefficients for the field s and the tool as a whole.
Table (2) illustrates the results of Cronbach's alpha for the fields of the study and these values reflect the existence of
high consistency for the field of the study which means that the fields are capable and eligible to measure the

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obstacles under study.
12.Study procedures
After researchers ascertained of the consistency of the study tool and identified the sample. The questionnaire was
distributed to members of the sample summed (150) teachers in the public schools in the governorate of Karak, the
instructions were clarified to respondents who were requested to express their opinion on every item of the
questionnaire by placing (X) sign in the appropriate place according to pentathlon scale, and after regaining the
questionnaire from sample members their responses were loaded, then these responses were used in statistical
analyses.
13.Study variables:
1. Independent variables.
Gender: (male, female).
2. Dependent variables:
Teacher responses to the scale of the obstacles of supervision
14.Statistical analysis:
Researchers used the following statistical analyses:
1. Arithmetic averages differences and percentage.
2. Cronbach's alpha test.
3. (T) test
15.Presentation and discussion of results
First: results related to the first question:
"What are the obstacles to educational supervision from the viewpoint of teachers working in the public schools in
the governorate of Karak?"
In order to answer this question the arithmetic averages and the standard deviations of the estimates of the members
of the sample for the fields of the study and for the tool as a whole were calculated, as sown in table (3).
The first field: planning
Table (3) illustrates the arithmetic mean and standard deviation values and percentages for each item of supervision
obstacles in the field of planning and by investigating the percentages, one finds that the fourth item, which states "
Supervisory visits conducted by supervisor are inadequate" has ranked the first among the field items with arithmetic
average of 3.57 ± 1.00 and percentage of 71.43% while the sixth item comes last, stating that " Emergency work and
sudden changes occurred in the plans of supervisors do not affect the operation plans." with an Arithmetic average
of 3.27 ± 1.03 and the relative importance of 65.40% . The arithmetic average of the field as a whole equals 3.48 ±
0.93 with relative importance of 69.58%.
The second field: curricula
obstacles in the field of curricula and by investigating the percentages, one finds that the second item, which states
"When setting the curricula, the Jordanian environmental conditions (climatic, social. ...) are not taken into
consideration " has ranked the first among the field items with arithmetic average of 3.92 ± 1.00 and percentage of
78.41% while the fifth item comes last, stating that " The curriculum is suitable for the desired goals" with an
Arithmetic average of 2.48 ± 1.03 and the relative importance of 49.52% . The arithmetic average of the field as a
whole equals 3.47 ± 0.61 with relative importance of 69.42%.
The third field: teaching
obstacles in the field of teaching and by investigating the percentages, one finds that the fifth item, which states "
Teachers generally have wrong trends and misconceptions towards supervision " has ranked the first among the
field items with arithmetic average of 3.89 ± 0.81 and percentage of 77.78% while the fourth item comes last, stating
that " The headmaster of the school provides advice and guidance to teachers especially new ones" With an
Arithmetic average of 2.44 ± 1.003 and the relative importance of 48.89%. The arithmetic average of the field as a
whole equals 3.47 ± 0.561 with relative importance of 69.31%.
The fourth field: correction
obstacles in the field of teaching and by investigating the percentages, one finds that the second item, which states "
The tools and equipments used in the correction and the evaluation of the students, are neither sufficient nor safe "

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has ranked the first among the field items with arithmetic average of 4.03 ± 0.76 and percentage of 80.63% while the
sixth item comes last, stating that " There is much concern of the role of supervisor in the field of correction in the
school " With an Arithmetic average of 2.27 ± 0.88 and the relative importance of 45.40%. The arithmetic average of
the field as a whole equals 3.29 ± 0.27 with relative importance of 65.77%.
The fifth field: class management
obstacles in the field of class management and by investigating the percentages, one finds that the fifth item, which
states " The methods used in monitoring and following the works and the duties of the teachers are weak " has
ranked the first among the field items with arithmetic average of 3.78 ± 0.97 and percentage of 75.56% while the
fourth item comes last, stating that " The weak character of the teacher while directing the lecture will minimize the
achievement of the goals of the supervisory visit " With an Arithmetic average of 3.57 ± 1.07 and the relative
importance of 71.43%. The arithmetic average of the field as a whole equals 3.67 ± 0.95 with relative importance of
73.33%.
Table (8) illustrates the arithmetic mean and standard deviation values and percentages for each field of supervision
obstacles fields from teachers' point of view working in the schools of the ministry of education in Karak governate
and by investigating the percentages, one finds that the Supervision obstacle in the field of class management has
ranked the first among the fields with arithmetic average of 3.67 ± 0.95 and percentage of 73.33% while the
Supervision obstacle in the field of correction comes last With an Arithmetic average of 3.29 ± 0.27 and the relative
importance of 65.77%. The arithmetic average of the field as a whole equals 3.47 ± 0.64 with relative importance of
69.48%.
Second: results related to the second question:
"Are there any statistically significant differences in obstacles to educational supervision from the viewpoint of
teachers working in public schools in the governorate of Karak attributable to gender?"
In order to answer this question, the arithmetic averages and standard deviations of the estimates of the members of
the sample according gender variable were calculated for the fields of the study as represented by table (9).
n=63
The tabulated value of t at (α= 0.05) = 2.00
Table (9) shows the arithmetic averages, standard deviations and t value of the educational supervision obstacles
from the viewpoint of teachers working in public schools in the governorate of Karak. The calculated t value
indicates that there are statistically significant differences as the calculated t value was less than 2.
16.Discussion of the results
16.1.Discussion of the results related to the first question:
"What are the obstacles to educational supervision from the viewpoint of teachers working in the public schools in
the governorate of Karak?"
It is clear from table (3) for obstacles educational supervision in the field of planning, that item 4 which states that
supervisory visits conducted by supervisor are inadequate has ranked first among items among the field items and
may be attributed to the large number of teachers who are supervised by one supervisor so that the supervisor visits
the teacher only once or twice a semester.
It is obvious from table 4 for obstacles educational supervision in the field of curricula, that item 2 which states that
"When setting the curricula, the Jordanian environmental conditions (climatic, social. ...) are not taken into
consideration" has ranked first among items among the field items and may be attributed to the fact that when the
curriculum is to be set the needs of the local situation will not be studied to prepare a curriculum that is suitable for
the conditions of the Jordanian environment.
As indicated in table (5) for obstacles educational supervision in the field of teaching that the fifth item, which
stipulates that teachers generally have wrong trends and misconceptions towards supervision has ranked first
among the items of the field.
As indicated in table (6) for obstacles educational supervision in the field of correction that second item which
stipulates that "The tools and equipments used in the correction and the evaluation of the students, are neither
sufficient nor safe" has ranked first among items of the field and attributed lack financial allocations within the
school budget for the purchase of devices used in the process of testing and correction.
As indicated in table (7) for obstacles educational supervision in the field of class management that the fifth item,
which stipulates that the methods used to control and follow up the work and duties of the teachers are weak have

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ranked first among the items of the field.
As indicated in table (8) class management ranked first from supervisory obstacles for teachers with 73.33%
reflecting the poor management of classes performed by the teachers, we find this agrees with the majority of
previous studies that addressed the obstacles to educational supervision emphasizing the existence of clear obstacles
in the various fields of supervision as: war (2006), Alharbi (2001), Hetrih (1999), Almghidi (1997) Alhamdon (1992),
AlSaud (1992).

16.2.Discussion of the results related to the second question:
"Are there any statistically significant differences in obstacles to educational supervision from the viewpoint of
teachers working in public schools in the governorate of Karak attributable to gender?"
As shown in table (9) that arithmetic averages, standard deviations and the value (t) of the obstacles facing the
educational supervision as seen by the teachers in schools of the ministry of education in the governorate of Karak
indicate that there is no statistically significant differences as the calculated values of t is less than tabulated value of
2.00, henceforth the results indicated that teachers face the same obstacles regardless of their gender. The
supervisor y obstacles they face are one as long as they live in one learning environment, the outcome of the study
agreed with the study Abu Nemreh (1990), and the study of Alhamdon (1992), while disagreed with Almghidi (1997)
and AlSaud (1992).
17.Conclusions
1. The results showed that there were no statistically significant differences in the degree of education teachers '
sense of the obstacles facing the educational supervision due to gender.
2. Supervisory visits conducted by supervisor are inadequate.
3. When the curriculum is prepared, the Jordanian environmental conditions (climatic, social ...) are taken into
consideration.
4. Teachers generally have wrong trends and misconceptions of towards supervision.
5. Inadequate safety tools and devices used in calendar and student achievement.
18.Recommendations
1. Increase the number of supervisors in the ministry of education so that they can perform supervisory duties
towards teachers.
2. Training sessions for educational supervision that contribute to increase interaction between supervisors and
teachers.
3. Reduce the number of teachers per supervisor
4. Subsequent studies covering all aspects of the educational supervision, and variables related to educational
supervision as academic qualifications and teaching experience.
References
1.Alharbi, F. (2006),” Obstacles of educational supervision in Saudi Arabia as seen by educational supervisors and
headmasters of middle and secondary schools in the educational area of Alress”, M.A thesis, University of Jordan.
2.Alelwani, S. (1991),” Analytical study of the effectiveness in educational supervision system for physical education
Jordan”, M.A thesis, University of Jordan.
3.Alhamdon, M. (1992),” Obstacles facing the educational supervision in physical education as seen by the
supervisors of physical education in Jordan”, M.A thesis, University of Jordan.
4.Zoubi, T. (1990),” Obstacles of educational supervision and aspirations for the future as seen by supervisors and
teachers of Arabic language”, M.A thesis, Yarmouk University.
5.Alsaud, R. (1992),” Jordan supervisory work obstacles as seen by educational supervisors”. Derasat of the
University of Jordan, vol. 21 a, issue (4), p. (445-450).
6.Altaani, A. (2007),” Educational supervision”, first edition Dar El shorouk, Amman.
7.Hetrih, A. (1999),” Obstacles of educational supervision in the stage floor as seen by supervisors and teachers of
stage floor”, M.A thesis, University of Jordan.
8.Alhuwaidi, A. (2002),” Obstacles of educational supervision as seen by educational supervisors and teachers of
Islamic education in Jouf Saudi Arabia”, M.A thesis, Yarmouk University.

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Table (1)
Distribution of the sample according to the variables of the study

Percentage No. Variables
40% 60 Male
60% 90 Female Gender
100% 150 Total

Table (2)
The results of Cronbach's alpha for the fields of the study
Value of Cronbach's alpha No. of items Field
0.981 6 Supervision in the field of
planning
curricula
teaching
correction
0.982 6 Supervision in the field of class
management
0.959 30 Total

Table (3)
Arithmetic average, standard deviation and percentage of each item of "the obstacles of educational supervision from
the point of view of the teachers working in the public schools in Karak governate" supervisory obstacles in the field
of planning
n=63
Ord
Order in er
the in S Arithmetic
% Item
question the D. average
naire fiel
d
71. 0. Non existence of a clear and comprehensive plan of the educational
18 2 3.56
11 95 supervision program
No plan for supervisor of supervisory to clarify the dates of the
69. 0.
22 4 3.49 visits of teachers in school
84 90
Lack of coordination between the supervisor and teacher at school in
68. 1.
24 5 3.43 the planning field
57 00
71. 1. Supervisory visits conducted by supervisor are inadequate
17 1 3.57
43 00
71. 1. School administration are involved in organizing plans
19 3 3.56
11 00
Emergency work and sudden changes occurred in the plans of
65. 1.
26 6 3.27 supervisors do not affect the operation plans
40 03
69. 0.
3.48 Total
58 93

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Table (4)
of curricula
n=63
Order in the Order % SD. Arithmetic Item
questionnaire in the average
field
20 5 70.48 0.91 3.52 Supervisors are not participating
in preparing the curriculum

3 1 78.41 0.96 3.92 When setting the curricula , the
Jordanian environmental
conditions (climatic, social. ...)
are not taken into consideration

10 2 73.65 0.95 3.68 Teachers lack the attention to
achieve the goals of the
curriculum

15 4 71.75 1.06 3.59 Lack of interest by the
headmaster to follow-up the
implementation of curriculum in
the school.

27 6 49.52 0.96 2.48 The curriculum is suitable for
the desired goals

13 3 72.70 0.90 3.63 Teachers are not authorized to
choose what is appropriate for
the content of the curriculum

69.42 0.61 3.47 Total

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Table (5)
of teaching
n=63
Order in the Order in Arithmetic
% SD. Item
questionnaire the field average
Lack of knowledge about modern
21 4 70.16 0.84 3.51 supervisory methods in education

Limited applied teaching classes
done by the supervisor to the
6 2 74.92 0.92 3.75
teachers

The school lacks modern
7 3 74.92 1.02 3.75 educational means and devices

The headmaster of the school
provides advice and guidance to
28 6 48.89 1.00 2.44
teachers especially new ones

Teachers generally have wrong
trends and misconceptions
4 1 77.78 0.81 3.89
towards supervision

Supervisor who evaluate the
teachers, neither have enough
23 5 69.21 0.91 3.46 efficacy nor suitable
rehabilitation

69.31 0.56 3.47 Total

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Table (6)
of correction
n=63
Order in the Order in Arithmetic
% SD. Item
questionnaire the field average
Teachers have sufficient knowledge of
25 4 68.57 0.86 3.43 the modern correction ways and
methods in education
The tools and equipments used in the
1 1 80.63 0.76 4.03 correction and the evaluation of the
students, are neither sufficient nor safe
Teachers are not interested in
2 2 80.00 0.80 4.00 theoretical correction in physical
education course
There is much concern of the role of
29 5 46.35 0.93 2.32 supervisor in the field of correction in
the school
Supervisors are cooperative with the
11 3 73.65 0.96 3.68 teachers to prepare scales for
evaluating the students outcomes
There is much concern of the role of
30 6 45.40 0.88 2.27 supervisor in the field of correction in
the school
65.77 0.27 3.29 Total

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Table (7)
of class management
n=63
Order in the Order in the Arithmetic
% SD. Item
questionnaire field average
Teacher concentrates only on the sudden class
12 4 72.70 0.97 3.63
visits in evaluating teachers
The number of lectures for one class is
8 2 74.29 0.96 3.71
insufficient and did not achieve its goals
The supervisor apply the dictator method which
9 3 73.65 0.96 3.71 prohibit teachers from accepting instructions
and guidelines
The weak character of the teacher while
directing the lecture will minimize the
16 6 71.43 1.07 3.57
achievement of the goals of the supervisory
visit
The methods used in monitoring and following
5 1 75.56 0.97 3.78 the works and the duties of the teachers are
weak
Teacher show very little concern with the
recommendations suggested by the supervisors
14 5 72.38 1.01 3.62
about order and control problems during the
direction of the lecture
73.33 0.95 3.67 Total

Table (8)
Arithmetic average, standard deviation and percentage for each field of the obstacles of the educational supervision
fields from teachers' point of view working in the schools of the ministry of education in Karak governate.
n=63
Arithmetic
Order % SD. Field
average
2 69.58 0.93 3.48 Supervision obstacle in the field of planning
3 69.42 0.61 3.47 Supervision obstacle in the field of curricula
4 69.31 0.56 3.47 Supervision obstacle in the field of teaching
5 65.77 0.27 3.29 Supervision obstacle in the field of correction
Supervision obstacle in the field of class
1
73.33 0.95 3.67 management
69.48 0.64 3.47 Total

134

Vol 3, No.8, 2012

Table (9) Arithmetic average, standard deviation and calculated t value from the viewpoint of teachers working in
public schools in the governorate of Karak according to gender.
Arithmetic
Sig. α T SD No Gender field
average
Insignificant 0.97 3.43 28 Male Supervision obstacle
0.706 0.37 in the field of
0.92 3.52 35 Female
planning
0.64 3.43 35 Female
curricula
0.59 3.49 35 Female
teaching
0.25 3.26 35 Female
correction
0.270 1.11 in the field of class
0.99 3.55 35 Female
management
Insignificant 0.63 3.51 28 Male
0.727 0.35 Total
0.66 3.45 35 Female

135

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The obstacles of educational supervision from point of view of the teachers working in the schools of the ministry of education in karak governate

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