چكيده لاتين
The present study was conducted with the aim of evaluating educational supervisors performance from elementary teachers` points of view in Isfahan province in order to explain their duties. This applied research was conducted with an explanatory mixed-methods approach. In the quantitative part, the data collection tool was a researcher-made checklist, whose validity was confirmed through content validity and its reliability with a Cronbachʹs alpha coefficient of 0.991. The statistical population included all teachers in rural, multi-grade, and nomadic primary schools in Isfahan province whose classes were visited by educational supervisors during the 2023-2024 academic year (1,613 individuals). From this number, teachers from 4 districts—Kashan, Varzaneh, Semirom, and Fereydunshahr—were considered (422 individuals), and based on the Krejcie and Morgan table, 201 individuals were selected purposively. In the qualitative part, the statistical population included 52 educational supervisors at the primary level in the province, and theoretical saturation was achieved through 12 semi-structured interviews conducted via purposive snowball sampling. To enhance accuracy, the extracted categories were confirmed by the supervisors, advisor, and the interviewees. Quantitative data were analyzed using descriptive statistics (frequency, percentage, mean, standard deviation) and inferential statistics, including a one-sample t-test in SPSS software (version 27). The results showed that the mean performance score of educational supervisors (4.28) was significantly higher than the average level (score of 4). In other words, from the teachersʹ points of view, the supervisorsʹ performance was evaluated at a desirable level. This positive assessment was mostly directed towards the formal duties outlined in the visitation and supervision forms, and teachers emphasized the supervisorsʹ accuracy and organization in this area. However, there is a need for strengthening and revision in areas such as practical training and guidance for teachers, identifying and resolving educational problems, assisting in improving the teaching method, enhancing professional knowledge and expertise, observing professional ethics, and motivating teachers. Finally, the present study provided a set of proposed duties and guidelines for enhancing the status of educational supervisors and improving their role in supporting teachers and elevating the quality of primary education. Based on the findings, it is suggested that future research should: 1) revise and complete the supervisorsʹ visitation forms, 2) identify the educational needs of supervisors and design targeted courses, 3) conduct research to provide a model for selecting educational supervisors, 4) perform specific studies on multi-grade classrooms emphasizing the experiences of specialists and teachers, 5) investigate strategies for enhancing supervisorsʹ interaction with local and social institutions, 6) examine the role of educational supervisors in motivating teachers, 7) research the future of educational supervision and the new roles of supervisors, 8) conduct research in other provinces of the country, 9) expand the scope of research to cities within Isfahan province, and 10) repeat the research at different time intervals.
