Challenges in Supervision

Supervision involves three main elements which are the supervisors, supervisees and the subjects (Bernard & Goodyear, 2004) !ccordin" to #adany & $nman (200%), supervisors play role as consultants, teachers, and mana"ers in their supervision and supervisin" the s&ills and &nowled"e o' teachers (hus, the principals have important tas& to "enerate the drive 'actors that can motivate the teachers to achieve school vision and mission

)iller (20*2), states that it is crucial 'or the principals to understand how to motivate and reward the behaviours o' teachers because o' the level motivation varies between teachers at di''erent times +er,ber" (*-.-) emphasises that in his (heory o' )otivation, wor& activities and the nature o' one/s job have the ability to in'luence one/s motivation and per'ormance +ence, it is hindrance to the productive supervision i' the principals are not aware o' motivation level o' the teachers 0rincipals who want to motivate hi"h achievers need to

ensure that teachers have challen"in" but obtainable aims that have immediate 'eedbac& on pro"ress (1avis & Sandra, 2000)

Besides, 2strada, 3rame, & 4illiams (2004) ar"ue that when the principals and teachers di''ered in terms o' race, ethnicity, and "enders, multicultural issues cannot be avoided $t is very challen"in" 'or the principals to ensure that they are 'air and s5uare in dele"atin" the tas&s to teachers (he di''erences in teachers/ cultures, ethnicities, and "enders can cause a crisis i' the principals i"nore these varies ((easdale, 2006)

! major concern e7pressed throu"hout the literature is that the supervisors or principals are lac& o' cultural awareness and the 5uestionin" o' supervisor competency ()uhammad, *--68
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3u&uyama, *--4) 3urthermore, several studies show that supervisors or principals have no trainin" to identi'y the relevant issues on culture diversity (9ichards, 20008 1:!ndrea & 1aniels, *--68 +ilton, 9ussell, & Salmi, *--.8 #adany, Brittan;0owell, & 0annu, *--6) 9esentment, resistance, and 'rustration amon" the teachers are emer"ed when the principals unable to address culture vary within the supervision process (Stephens, 200%8 <onstantine, 200*8 +ilton, et al , *--.)

2strada, 3rame, & 4illiams (2004) study 'ound the 'ollowin"= $t is clear that in a conte7t o' increasin" client diversity, an essential 'eature o' supervision would include the supervisor:s ability to raise and "uide analyses o' race, ethnicity, and cultures with the supervisee as part o' the critical process o' honin" the supervisee:s multicultural s&ill (p >0%)

$t is si"ni'icant that the principal can consult and coach the teachers on multicultural s&ills (his is because, teachers are not the only entity that have di''erent cultures, the students also come 'rom varies o' bac&"round (he way o' thin&in" will be di''erent because o' the upbrin"in", early childhood e7perience, environment and others (hese di''erences can be very challen"in" i' the principals do not "ive e7tra attention on them (hus, it can be an obstacle to the principals/ supervision $nsu''icient &nowled"e on how to supervise the teachers is one o' the reason why the school per'ormance is dull and monotonous or even worsen

!ccordin" to Good&ind (20**), the supervisors treat the supervisees di''erently accordin" the "ender o' the teachers 3or e7ample, the way male supervisors and 'emale supervisiors handle problematic stuation di''rently <ompared to 'emales who are usually panic when
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encountered with uncontrolled situations, males usually will react rationally and compel to 'ind a solution (3oley, #innehan, Greenhaus, & 4eer, 200?)

Sha&esha't, @owell, & 0erry (*--2) research 'ound the 'ollowin"= 9esearch supports the idea o' discom'ort in communicatin" with a member o' the other se7 )ale teachers tend to e7hibit more hostility in dealin" with 'emale administrators than do 'emale teachers, and women administrators have to wor& harder to "et male teachers to AhearA them 4omen are initially evaluated less 'avourably than e5ually competent men, perceptions which may un&nowin"ly a''ect supervisory interactions, both when the woman is bein" supervised and when she is the supervisor (p *4) $n addition, "ender also can be the barriers in achievin" the school vision and mission (he principals should consider that "ender can in'luence one/s decision Sometimes, 'amily problem, 'inancial problem and other matters can a''ect the way the principals administer or mana"e school issues (he researchers a"ree that level o' motivation, culture diversity and "ender di''erence can be the hindrances in e''ective supervision in accomplishin" the education/s policy and the school/s "oals