Challenges of Instructional Supervision faced by Primary School Heads

Abstract

This quantitative study examined public primary school head teachers' challenges in improving instructional supervision. A sample of 50 head teachers from public primary schools in Lahore responded to a self-developed 5-point Likert scale questionnaire. The scale measured head teachers’ perceived challenges across ten indicators identified from the literature. Descriptive analysis was conducted using SPSS 17 to determine frequency, means, and standard deviations. Results revealed that head teachers faced moderate challenges in key areas like lack of teaching staff, teachers' lack of motivation and cooperation, overloaded curriculum, high student absenteeism, and declining parent respect. In contrast, issues like facilities, teacher workloads, and transfers were lesser obstacles. The data indicates that persistent systemic barriers related to overstretched capacities, resource deficits, overloaded work demands, and disengaged stakeholders constrain administrators’ supervision effectiveness. However, research shows instructional leadership practices focused on motivation, data analysis, and community partnership can aid progress despite adverse realities. Recommendations include increased budgetary and policy provisions to address teacher shortages and overloaded systems, elevating professional respect and autonomy to foster ownership. Developing heads' capacities for customized developmental supervision is equally important.