LIFE IN A VAST OCEAN: THE LIVED EXPERIENCES OF TEACHERS ON INSTRUCTIONAL SUPERVISION IN REMOTE AREAS

Education

Instructional supervision is a vital component of quality education, supporting teachers in improving instructional practices and enhancing student learning outcomes. This study explored the lived experiences of teachers in geographically isolated schools within the Langilan District, specifically in relation to instructional supervision and teaching quality. Using qualitative methods, data were gathered through in-depth semi-structured interviews and analyzed thematically. The findings revealed several persistent issues, including the irregularity of supervision visits, weak communication channels, and a lack of context-sensitive professional support. Teachers shared insights into the effectiveness of current supervisory practices and the coping strategies they adopt to maintain teaching quality despite geographic and resource limitations. The study highlights the urgent need to improve the frequency and consistency of supervision, establish open and ongoing communication between supervisors and teachers, and design professional development programs tailored to remote settings. Additionally, institutionalizing mentoring and peer supervision, ensuring access to essential resources, and embedding emotional support within supervision processes are critical. Reframing instructional supervision as a developmental rather than purely evaluative process is also emphasized. By addressing these key areas, school leaders and policymakers can begin to close supervision gaps and create a more supportive, collaborative, and growth-oriented environment for teachers in remote schools.

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