Abstract
The purpose of this study is two-fold: First, to explore the
supervisory techniques used by the Jordanian principals during
the school year 1995/1996. Second, to identify the frequency of
these supervisory techniques in terms of some variables; gender,
academic qualification, educational qualification, administrative
experience, school level, and the interaction between these
variables.
A sample of (200) male and female principals was selected
using the stratified-random technique. A questionnaire consisted
of (12) items was developed to be used for data gathering. The
data were analyzed using means, percentages and MANOVA.
The results indicated that principals in Jordan use ten
supervisory techniques arranged in terms of their frequency:
Classroom visitations, personal interviews with teachers, peer
classroom visitations, cooperation with educational supervisors,
demonstrative lessons, directed lectures, and educational seminars.
The results also show that neither workshops nor micro-
teaching techniques were used by principals.
Furthermore, the results indicated that gender, academic
qualification, educational qualification, school level, and the
interaction between these variables have statistically significant
effects on the frequency of the supervisory techniques used by
principals, while the administrative experience has no such effect.