THE ROLE OF UEO, URC AND PTI FOR THE SUPERVISSION IN THE PRIMARY SCHOOL OF BANGLADESH

EDUCATION

This study focuses on the roles and responsibilities of the Upazilla Education office (UEO), Primary Teachers Training Institute (PTI) and Upazilla Resource Center (URC) Instructors in teacher supervision. The collabo-ration performed by UEO, PTI and URC in teacher supervision has not sufficient studied before; therefore, one aspect of this study includes a description of the interactions and communication processes in teacher supervi-sion to improve teachers’ performance. Another aspect of this study is to increase knowledge about these three organizations’ views to perform their overall responsibilities to enhance teachers’ performance using suppor-tive teacher supervision in a shared manner. The methodology of this study is purely based on qualitative analysis that includes interviews, observation and literature reviews. In teacher supervision practice the key findings of the study are: that UEO, PTI and URC instructors play their roles according to their job description. PTI instructors, as academic supervisor, especially, focus on individual teacher and provide them pedagogical suggestion. Beside these they supervise teachers’ regular classroom performance twice a month in nearby schools’. On the other hand URC instructors supervise teachers’ classroom performance on a regular basis. In teacher supervision URC instructors, as academic supervisor, provide professional support and advice to teachers in school. UEO supervise teachers’ classroom performance and other administrative activities on a regular basis. UEO always gives preference supervise the administrative work than academic work. This study identifies that although the local authorities recognize the importance of collaboration in teacher supervision there is no official (written document) instruction for the UEO, URC and PTI instructors to supervise the teachers in a collaborative way. They supervise the teachers in a mechanical way. So supervision is largely ineffective. While supervising the teachers, their views and needs are not considered. Furthermore, three groups possess expertise on the teaching-learning process and apply it to improve teachers’ classroom performance. Both groups support teachers in their professional improvement but collaboration is missing between UEO, PTI and URC instructors’. Teachers’ viewed supervision in a positive way to improve their classroom performance, but current practices of supervision done by UEO, PTI and URC instructors confused them, and as a result, supervision was ineffective. The lack of coordination between three groups of supervisors is identified as the primary reason. If collaboration takes place between these three groups of supervisors then it will be possible to make the supervision effective enough to improve teachers’ performance in classroom.

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