Abstract
M.Ed.
Over the years, and even now, the Department of Education is busy trying to find a
better method of managing and empowering educators with the aim of attaining whole
school development. By proposing educator developmental appraisal systems the
department was intending to develop educator instructional performance. This study
concentrates on educator's instructional development inside the classroom through
clinical supervision and its contribution to whole school development.
The literature indicated that educators are negative to the style of supervision
currently in use. Information obtained from different books clearly states that clinical
supervision is a process that directly involves both the educator and supervisor. It
stresses mutual understanding and co-supervision between educator and the
supervisor.
This research used a structured questionnaire to collect data on the opinions of the
respondents in seven of the nine provinces in South Africa. The questionnaire
contained 79 items and ten of these items were relevant to clinical supervision. The
structured questionnaires were distributed to a convenient stratified sample in seven
of the nine provinces.
Based on the information from the questionnaire, each item relevant to this particular
research study was analyzed and discussed. After the factor analysis, the significance
of the difference between the factor mean scores of various groups for each of the
factors that make up whole school development were analysed and explained.
The data obtained indicates that a pleasant classroom climate is an important need of
each learning situation. An atmosphere of collegial relationships among staff and the
principal is a pre-requisite for whole school development. It appears as if the
instructional development of educators can be better achieved through the
implementation of the process of clinical supervision.