The present research aims to recognize the educational supervision situation in the
Syrian Arab Republic through knowing its aims, methods , missions and the difficulties that
limit its affectivity . It also shows some contemporary trends of educat
ional supervision .
To achieve these aims , a questionare was prepared to see the educational supervision
situation . The most important points in this questionnaire were : The educational
supervision aims , its ways methods , missions, and problems . The researcher used the
analytical descriptive method , where a questionnaire consists of 40 points were applied on
139 teachers and 31 educational supervisors .
The results showed :
1 – There are no differences of statistic denotation among the teachers and supervisors
in the aims and methods of the educational supervision .
2 – There are differences of statistic denotation among teachers opinions and
supervisors in the difficulties which limit the supervisal affectivity.
The aim of this study was to reveal the impact of supervision and educational
attribution in improving the performance of the teachers of the first three grades and to
improve the reading skills of their students.
The study found that there were s
tatistically significant differences between the
tribal and remote applications in all sub-competencies and the total degree of teachers. The
differences were in favor of the post application. The mathematical averages for the post
application ranged from (3,41-3,88). The performance skills related to planning the lesson
(3.88), while the "performance skills related to the evaluation" ranked last with an average
of (3.41), and the general arithmetic mean of the fields (3.55). Table (1) shows that there
are statistically significant differences at the level of significance (0.05 = α) between the
tribal and remote applications in all sub-performance skills and the total score, and the
differences were in favor of the post-application of teachers. The results of the reading
skills test showed statistically significant differences between the tribal and remote
applications in all secondary competencies and the total score of students. The differences
were in favor of the post application. The mathematical averages for the post application
ranged between (2.03-3.65) For learning to read "ranked first with the highest average
score of (3.65), while" fourth level of learning to read "in the last place with an average of
(2,03), and the arithmetic mean of the total score (2.97). There were also statistically
significant differences at the level of significance (0.05) (α) between the tribal and remote
applications Performance and skills sub-class college, came the differences in favor of the
dimensional application for students.