Pedagogic supervision of distance learning in some secondary schools in the Yaounde Municipality

Abstract

The trend of supervision is rapidly undergoing a shift from face-to-face format towards online mode as instructional delivery is trending from brick-and-mortar classroom towards online delivery environment. With the advent of COVID-19, distance learning was precipitately adopted as a alternative instructional delivery strategy. Supervision of teaching and learning became an issue amongst secondary school teachers. To resolve the issue, three research questions were formulated: What are the current practices in pedagogic supervision? How can Pedagogic supervision be conducted in distance learning mode? What model of pedagogic supervision can be used to supervise distance learning in secondary schools? In order to respond to the research questions, a cross-sectional descriptive survey design of research methodology was employed. Simple random sampling technique was used to select 150 participants from 6 secondary schools to take part in this study. The data collection instruments were basically closed ended items measured on a 5- point Likert scale. The reliability of this data collection instruments was checked using Cronbach’s Alpha method after pilot test was conducted. The face and content validity of the tool was also checked by experienced teachers in the area of study. Frequency counts and descriptive analyses were used for the analysis of general characteristics of respondents. Ordinal Regression analysis and modelling was used to predict the extent to which each construct affected the dependent variable. The results showed that distance learning in secondary schools was not sufficiently supervised. A discrepancy was found between theory and practice in the implementation of Distance Learning in Secondary Schools. On the one hand, laws have been enacted for its implementation in schools and on the other hand, neither schools nor teachers appeared to be fully prepared for the transition to a digitalized distance learning environment. As a recommendation, a model of pedagogic supervision called “Blended Pedagogic Supervision Model” (BPSM) which integrates e-Supervision and Face-to-face Supervision, laying emphasis on tools used such as Learning Management Systems as our multiple ordinal regression analysis indicated was proposed. It is hoped it will contribute to enhance pedagogic supervision in distance learning.

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