Postgraduate Supervision: Practical Handbook | Book Publisher International

 Postgraduate supervision is not as simple as people thought it to be. It is a complex field and process. The complexity in postgraduate supervision is related to educational background, intellectual ability, technical skills, ethnicity, cultural, economic, and political factors as well as infrastructure, favourable environment for research/supervision and funding. It demands commitment, expertise, and adequate knowledge on the part of the supervisor. The student must be focused, willing to learn new things, be dedicated to quality scientific work and producing reliable results. The supervision of postgraduate students is a process, and the process begins with the selection of postgraduate students including how the research would be done. The process of selecting masters, and doctoral students for the postgraduate programmes is important to ensure that the students have the necessary skills and tools to complete the chosen postgraduate programme or research. The selection should be guided by departmental, faculty and institutional policies, and prospective students should be told of the academic requirements, commitment of the students, duration of each programme, discipline, and intellectual ability and autonomy to be able to successfully complete the programme. This book examined various aspects of postgraduate supervision that would be useful to supervisors especially new supervisors in the field, postgraduate students, university administrators and government as well as research institutes or centres. Indeed, it is a practical handbook that would enhance effective supervision and significantly reduce dropout rates among postgraduate students in our universities. It would equally allow the supervisors and students to appreciate their respective roles, handle conflicts and achieve their goals.

Author(s) Details:

Oluwafemi Omoniyi Oguntibeju,
Phytomedicine and Phytochemistry Group, Department of Biomedical Sciences, Faculty of Health and Wellness Sciences, Cape Peninsula University of Technology, Bellville 7535, South Africa.

Please see the link here: https://stm.bookpi.org/PSPH/article/view/13856

Determination of Kenya Education Management Institute’s Capacity Building Programme and Public Primary School Head Teachers’ Competencies in Teacher Supervision in Uasin Gishu County, Kenya | Chapter 07 | Current Research in Language, Literature and Education Vol. 3

 The purpose of this study was to see how KEMI training affected head teachers' competency in supervising teachers in public primary schools in Kenya's Uasin Gishu County.

Background: Education is the bedrock and pillar of human existence. Educational administration in Kenya entails the direction, management, and control of the educational industry. Working closely with instructors to determine their problems and the needs of students, developing strong group morale and ensuring successful teamwork among teachers, and providing assistance to teachers to help them gain higher competency are all examples of supervisory roles.

The study was conducted using a descriptive survey research approach.

The research was carried out in the North Rift region's Uasin Gishu County between January and March of 2018.

The study addressed six Sub-County Education Officers and 471 head teachers in the County's public elementary schools. Simple random sampling was used to choose 30 percent (141) of the public elementary schools from each of the County's six sub-counties equitably. The study included all of the head teachers of the public elementary schools that were chosen. Data was also gathered from Moiben, Wareng, Turbo, Kapseret, Ainabkoi, and Soy Sub-County Directors of Education. Interviews and questionnaires were used to gather information. Descriptive statistics were used to analyse the data, which included frequencies, percentages, means, medians, and standard deviations. Tables, charts, and graphs were used to present the findings.

The research findings revealed that there was a high positive association between KEMI's capacity building programme and head teachers' skills in teacher supervision, with r (132) = 0.555 and P =.05. KEMI should use the findings of this study to develop teacher training programmes to enhance their schools and implement initiatives to improve school management practises and, as a result, student academic achievement. The findings of the study will be useful to the Kenya Education Management Institute (KEMI) in adapting their head teacher training needs in order to improve professional growth and school leadership.

Conclusion: Based on the findings of the study, it can be concluded that KEMI capacity building programmes have improved head teachers' competence in monitoring teacher performance in and out of the classroom, as well as assisting them in cultivating positive relationships with teachers and creating a motivating climate to improve teacher teamwork. Furthermore, the findings revealed that the KEMI capacity-building programme has aided them in objectively assessing teacher performance, offering opportunities for professional advancement, proper distribution of responsibilities, and enhancing teacher recommendations for upward mobility.

Author(S) Details

Josephine G. Ongori
University of Eldoret, 1125 –30100 Eldoret, Kenya.

Kisilu Kitainge
University of Eldoret, 1125 –30100 Eldoret, Kenya.

Lydia Kipkoech
University of Eldoret, 1125 –30100 Eldoret, Kenya.

View Book:- https://stm.bookpi.org/CRLLE-V3/article/view/5668

Study on the Apparent Complexities and Challenges behind Supervision and Mentorship in Selected Higher Institutions of Education in South Africa: The Case of Supervisors and Supervisees | Chapter 11 | Selected Topics in Humanities and Social Sciences Vol. 7

 It is heartbreaking to learn that a significant percentage of master's and doctoral students have left academia. The study's major question was: who bears the brunt of the blame? Is it better to be the supervisor or the supervisee, or both? According to the resources, education begins at home, and the only habit to establish is the habit of not forming any habit. The goal of this study was to look at the many issues that arise from an uncomfortable supervisory connection between the supervisor and the supervisee, as well as to address these issues with the goal of suggesting remedies and/or suggestions for a more pleasant supervisory relationship. This study included a variety of data collection and analytic techniques. The challenges faced by supervisors, masters, and doctorate students at a purposefully selected university were investigated using a narrative case study design within the qualitative approach. The subjects for this study agreed to participate because they were frustrated. The subjects were a total of ten people (three supervisors, four master's students, and three doctorate students) at various phases of their research projects. The need for only participants who had problems with their supervisors, and supervisors who have problems with their supervisees, necessitated the use of purposeful selection for the interviewees. The interviews were purposefully chosen with the help of informants. They corroborated my data on their experiences and challenges encountered during the supervisory process during my time with them. Informal and unstructured interviews were the primary data gathering sources. Books, journals, and theses are examples of secondary sources. The findings revealed that some bosses be both constructive and detrimental. They consider it a privilege, and some pupils lack dedication, commitment, and determination. However, when comparing the problems encountered, supervisees appear to have more issues than their supervisors. In response to the inquiry, "Who is to blame?" The study revealed that both supervisors and supervisees are to blame for the tense working relationship. The compatibilities and incompatibilities will be examined in this article.

Author (S) Details

Morakeng Edward Kenneth Lebaka

University of Zululand, KwaDlangezwa Campus, Faculty of Arts, Department of Creative Arts, South Africa.

View Book :- https://stm.bookpi.org/STHSS-V7/article/view/4112