An inquiry into the integration of clinical supervision to improve the quality of novice teachers for efficient pedagogical experience

Abstract

This research investigates how clinical supervision can be integrated to improve the quality of novice teachers for a more effective teaching and learning experience. It is undeniable that the quality of education largely relies on the competencies of teachers. To achieve quality education, it is essential to have qualified and proficient teachers. Adequate training should provide opportunities for teachers to enhance their skills. It has been noted that there is a decline in quality of education. Among various contributory factors, the proficiency of teachers stands out as a significant element. (Sarma, Licht, and Kalugalagedera, 2018). Furthermore, (Sultana et al., 2009) accurately assert that increased teacher quality results in elevated educational quality. Clinical supervision, typically associated with the medical profession, is now being applied within the education sector, especially in teacher training programs. This research was conducted as an experimental study involving two groups of teacher trainees, The control and did not receive any guideline, but worked under normal conditions, while the experimental group was observed after being treated with clinical supervision. Data was collected and analyzed. The findings indicated that the target group demonstrated significant improvement compared to the control group. Their success was also reflected in the students’ performance levels. The supportive, trust-building, non-stressful, and assistance-focused nature of clinical supervision presents an effective strategy to elevate both teacher performance and student success through effective clinical supervisory practices.