Abstract

The main purpose of this research study was to determine the Effect of Supervision on Teacher Performance at the secondary level in Pakistan. The sample of the study was 200 teachers randomly selected from 20 schools of district Lahore questionnaire was for the data collected from the subjects in this quantitative study. Frequency, mean, and t-tests were used for the data analysis. Results of the current study showed that the Directive style is most effective to improve teaching performance at the secondary level, followed by the non-directive and collaborative styles. Results also showed that there is no serious distinction in male and female teacher performance under the supervision of heads in schools with directive, non-directive and collaborative styles. The result also showed that there is no suggestive variance in the male and female supervision on the performance of school teachers with the directive, non-directive and collaborative styles. It is also concluded that teachers are equally satisfied with the effect of supervision in different schools in Lahore. It is recommended that the supervisor adopt an effective supervising style, which can improve the teachers' performance. Moreover, supervision should be monitored and enhanced with supervisor training sessions and workshops.

Key Words

Supervision, Teacher, Performance

Introduction

The precise sense of the word supervision is to supervise or to examine the effort of other people. Thus, 'supervision states an action by which some being examines or organizes the work of new persons, that is, whether they are operational well or not. In professional administrations, there are ‘supervised and juniors' (Kristiawan & Lian3i, 2019; Stankevich et al., 2021). As Kristiawan and Lian3i (2019)stated that supervision discusses the shortest, close management and switch of assistants in the routine of their work. So, the movement of supervision is exercised with the guidance, rule and direction of the dependents. A superior do these responsibilities. Allah has named it an obligation profession, which is an overhead work profession (Bondar & Shestopalova, 2020). The vocabulary of teaching describes supervision as "total struggles of planned departments to provided that guidance to educators plus further learning staffs in the development of tutor advice includes the inspiration of proficient growing and progress of tutors, the choice and review of learning purposes, supplies on teaching and techniques of training and the assessment of education(Gordon, 2022).”

The word supervision states to any organizational gears or resources used by persons and clusters of society in managing their regular effort or administrations. Relative to teaching, supervision discussing the development of organizing training at institutes have developed so significant, particularly in today's learning structures demanding or needing extra care owing to the publics growing attentiveness to the spirit of teaching now being associated with history (DeBoer, 2019; KOVÁCS et al., 2020; Milicenco, 2020).

Hill et al. (2015) have also pointed out that management is about managing things with the help of people and this activity improves the organizational activity. Good management improves productivity and helps in achieving set targets. The importance of primary schools cannot be negated on any ground as these schools build up the scholars' foundation for higher studies. Further, principals are the managers of these institutions who run them smoothly with the effort of the people around them. 

Education is the need of the day and supervision has been given due credit for better education achievements. According to Yousaf et al. (2018), principals offer guidance to teachers through their supervision and thus school objectives are achieved through effective teaching and efficient learning. In this regard, principals assist teachers in refining their competencies essential for better teaching of the disciples. Principals who are efficient in supervision offer help in assisting teachers in making lesson plans and summaries before lectures, instructional aids and other target-oriented activities. Principals with better supervision take feedback and then further guide and move teachers towards desired work and objectives (Zepeda, 2014). Thus, the importance of supervisory techniques may help in achieving teachers' better performance and this can be accelerated through supervision practices e.g. visiting classrooms, appraising workshops, and seminars.

The scholar associated the work of the tutors with the managerial grace of their leading. The work of a servant which, in this specific education resources tutors, therefore several aspects with position to learners, social dealings, faculty public affairs, matters with the students, and the inspection grades exposed by them. Several new facts may be added however in this learning the effects of the monitoring directed by the Boards of Intermediary and Secondary Teaching have been used as a standard for an act. 

Spirit work is the action of someone in the effecting of their responsibilities in agreement with the tasks allocated to him to complete managerial objectives. Colquitt et al. (2001) said that business activity is officially well defined as the worth of the regular worker activities that Add, also definitely or harmfully, to administrative objective achievement. 

Gibson indicated tasks are the level of achievement in effecting the work and the skill to succeed in the aims fixed. The task would be particular to an individual in agreement with the capability to the best task outcomes, it may be perceived from the attainment of the objectives agreed upon.  Jain et al. (2011) recommend that one's act or the general achievement level for a positive duration in the job may be resolute by associating it with the effort values, objectives, purposes, or the conditions that have been firm in progress.

Salendab and Dapitan (2021) declare that the functional consideration of routine valuation, and work of tutors in school administration is to realize the truth of the disorder to respond to queries, namely what is really practised in the session. What is really completed by tutors and pupils in the lecture room? Where are the activities of the overall International Journal of Sciences Basic and action in the schoolroom that are important to tutors and pupils? What has been completed by the tutor in completing school objectives? What rewards and difficulties of tutors and how to grow it? Based on the replies to the queries raise will find data nearly the tutor's capability to succeed in the education actions. Though one object that would be identified is that next evaluating the work or tasks of educators, the actions would be continuous with the plan and application of advanced competencies. 

Hismanoglu and Hismanoglu (2010) said that a complete development of teaching proposes that such factor must be powerfully achieved at the institute's surface and teachers would be fine and regularly managed further covering that educators' essential care is not denied. Pleasing in an association that features the distinction of schooling, teachers shall be bright to change from their prejudgment, so sketch the whole and strong decisions on their education practices and opinions. This similarly shall create educators to identify the significant part of instructive management which is helpful in problematic explaining procedures in emerging their training occupation.

Sharma et al. (2011) offered energetic and expressive supervision based on connecting all shareholders e.g., educators, leaders, business educators, and business authorities in the supervision procedure. To confirm reliable proficient progress and improvement of tutors, organization sure be repeated. He discovered that to attain maintainable growth, managers' obligation is attentiveness to excellence promise. It is perceived that pedagogical direction directed to educators wasn't operative as it didn't assist in emerging an intellect of possession or qualified abilities of instructors, but in its place focused on tiring, offensive, or troubling the educators.

Ricard and Pelletier (2016) said that teachers are energetic modules of any educational set-up. Institutes remain possible to be fruitful if their teachers achieve good. Educator work is really round and covers all types of actions to be completed for the achievement of sure results of any organization and agreed goals. Though, the low stage of organization performs could be the symbol of educators' non-experience which additional opinions to the prominence of improved supervision works. So, operative and skilful education stresses superlative management performance in favour of institute supervisors i.e. heads.

Education is appearing and schooling described self-confident outcomes. But other aspects may be further significant, such as employee explanations of the assistance they accept from the organization. There is some suggestion that actual observation is associated with further confident observations of work presentation and a better skill to cope with assignments, while workers' case examination and preparation assistances are refined. Direction can be linked with decreasing staff revenue in child prosperity and an organized evaluation of intrusions to support protection (Carpenter et al., 2013).

Teachers feel their efforts are appreciated and the school offers a system of reward in association with teacher evaluation, their level of job satisfaction and enthusiasm will improve and enhance their teaching performance. He further asserts that the school introduces a system of fair returns which is satisfactory to the teachers the school enhances teachers' job satisfaction. Improving teachers' job satisfaction with their work it could be expected, would lead to increased effort and improved teacher work performance. Supervision and guidance is a careful procedure of an individual to highlight a solid inspiration on others to lead, make a configuration, as well as help actions and interactions inside a cluster or society. So, the administration of a head in a cluster should be able to utilize inspiration, experiences and actions to impact others around them in instruction to appliance tasks as a fellow of the group to attain learning objectives (Saani, 2013; Yukl, 2009).

The thoughts of pedagogical supervision is a serving correlation whereby the controller monitors and assistances the educators to change the fixed goals. This explanation defined pedagogical direction after the argument of founding the affiliation with shareholders in department structure for the aim of attaining fixed goals. Pedagogical supervision is a direction for a movement that occurs to support educators do their work well. Pedagogical supervision is a set of actions between a manager and a tutor with the key purpose of educating the schoolroom act. It is stated that pedagogical management is a continuous process of actions which are passed out with the resolution of creating an education and culture improved for the teacher. It has been practical that pedagogical supervision is a basic activity for the operative procedure of a worthy institute organization (H. L. Kumari, 2022; L. Kumari, 2022; Wiyono et al., 2022).

Correlation with supervision and performance matters has prepared some investigation, containing examination Lili (2011) about the correlation of chief academic supervision and inspiration to work with Secondary School lecturer achievement in Medan. Lili in his research creates an important confident relationship among educational management by a teachers achievement in State SMP Medan. Suyono in his research creates an important constructive relationship between the supervisor organization and the achievement of Secondary School Principals in Deli Serdang. Researchers calculated the relationship between pedagogical supervision and the performance of teachers show in justifying success in secondary schools in Nigeria. Their research exposed that schoolroom interpretations definitely added to teachers' efficacy in an institute. In their research almost the impact of learning organization on the training achievement of secondary school tutors relevant to traditional official remarks meaningfully further enhanced tutor achievement, class improvement, and student control and schoolroom statement (Oke & Olakotan; Sule et al., 2015).

According to Zepeda (2014), teacher development is authoritative for good organization. It supports tutors' training and creating teaching and learning practices. Moreover, well teachers' growth practices support in contribution to necessary teachings to the tutors, also with appreciation to the syllabus and group effort. Furthermore, well teachers' progress performance of rules can support educators with regard to social relationships and progress. Hence, teachers' growth process is essential to be attractive and would be assisted by constant responses. Better teachers' growth practices support training educators and attaining improved achievement and, in conclusion, the creation of their jobs exciting and rise the risks of duty fulfilment and development. So, for reaching progress in the general level of teaching, teachers' growth guiding applies of rules need to be set through thoughtful reflection.

The Core of Academic Supervision is a chain of actions to support professors grow the skill to achieve knowledge so that teaching purposes are completed successfully and professionally. Actions offer a way for the organization as well as conducting a critical assessment of the teaching process. Glickman declaring educational command is a sequence of actions to support tutors grow the skill to achieve the education procedure for the accomplishment of pedagogical goals. Academic supervision suite would comprise all features of educational progress, though there can be an importance on confidence sides of the examination established on the consequences of earlier school improvement desires. Placed on the above it can be contended that school supervision is a chain of actions to help trainers in scholarship, so the achievement is received well and improved in excellence (Mackinnon, 2004; Nordentoft et al., 2013; Rahabav, 2016).

The important principles of supervision are never being a dictator, listening carefully to your subordinates, never deciding anything in a hurried way, do not enter into arguments with assistants (Nurhayati et al., 2022).

Many secondary schools are failing to educate children. Many of these secondary schools in the district of Lahore are day schools. These schools serve mostly poor pupils and most of these pupils spend their entire education in low-performing rural and urban schools. The role of supervision to educators is fundamental in schooling work achievement discussions. Though, tutors are supervised to explain in vacation such institutes. Such a school's tutor absence is badly high and increasing, period on the job is little and decreasing, and teaching performance is categorized by the restricted struggle with full confidence in regular teacher-centred approaches. This situation has encouraged the scholar to manage research to provide the numerous directional approaches and how they affect teachers' performance at the secondary level in Lahore. So, the objectives of the study were

? To examine the effect of supervision on teachers' performance by gender.

? To determine the effective supervision process of the secondary school level in District Lahore.

Research Methodology

Population is the data set comprises all memberships of a listed collection from which samples were selected (Ali et al., 2021; Faiz et al., 2021; Jabeen et al., 2022; Kanwal et al., 2022; Lakhan et al., 2020; Mah Jabeen et al., 2021). The populace of this study is all public sector secondary school teachers of Lahore. According to the Punjab Management Information Unit (PMIU), there are 333 secondary schools in Lahore and 9087 teachers are working in these secondary schools. The male teachers are 3369 and the female teachers are 5718. Sampling is a technique that agrees scholars to evidence about a population established on marks from a separation of the populace, without having to explore every specific (Munir et al., 2021; Saeed et al., 2021; Sajjad et al., 2022; Siddique et al., 2020; Siddique, 2020; Siddique et al., 2022; Muhammad   Siddique et al., 2021; Muhammad Siddique et al., 2021). A random sampling technique was used to collect the sample so the total sample of the study was 200. The organized questionnaire consisted of two parts, first part was consisting of a demographic question. The main part of portion of the questionnaire consisted of 30 statements divided into three different supervision styles that are Directive style, Nondirective style and collaborative style.  These statements were incorporated by 5 points Likert Scale (1-Strongly agree 2-Agree 3-Strongly disagree 4-Disagree, 5-Undecided was intended to experiment with the shock of everyone the variables. 

Data Analysis

The independent t-test was done to compare the mean effect of supervision on male and Female Teachers' performance. 

Comparison of Effect of Supervision by Directive Style on Male and Female Teachers' Performance

Table 1

Gender	Frequency	M	t	p
Male	112	3.15	1.278	0.897
Female	88	3.31

 Table 1 indicated that there is no significant difference (t=1.278 p=0.897) in the male and female teacher performance under the supervision of the head of the schools with a directive style. This suggests that by the directive style of supervision performance of male and female teachers is equal. However, female performance (N=88 Mean=3.31) was found little better than male (N=112 Mean=3.15) teachers. 

Comparison of Effect of Supervision by Non-Directive Style on Male and Female Teachers' Performance

Table 2

Gender	Frequency	M	t	p
Male	112	2.94	1.147	0.879
Female	88	3.20

 Table 2 indicated that there is no significant difference (t=1.147 p=0.879) in the male and female teacher performance under the supervision of the head of the schools with a Non-directive style. This suggests that by the Non-directive style of supervision performance of male and female teachers is equal. However, female performance (N=88 Mean=3.20) was found little better than male (N=112 Mean=2.94) teachers.

Comparison of Effect of Supervision by Collaborative Style on Male and Female Teachers' Performance

Table 3

Gender	Frequency	M	t	p
Male	112	2.83	1.274	0.942
Female	88	3.00

 Table 3 indicated that there is no significant difference (t=1.274 p=0.942) in the male and female teacher performance under the supervision of the head of the schools with a Collaborative style. This suggests that by the Collaborative style of supervision performance of male and female teachers is equal. However, female performance (N=88 Mean=3.00) was found little better than male (N=112 Mean=2.83) teachers.

Comparison Between Effect of Male and Female Supervisors on Teachers' Performance

The independent t-Test was done to compare the mean effect of supervision on male and Female Teachers' performance. 




Comparison Between Effect of Male and Female Supervisors by Directive Style on Teachers' Performance

Table 4

Gender	Frequency	M	t	p
Male	120	3.18	1.278	0.897
Female	80	3.28

 Table 4 indicated that there is no significant difference (t=1.278 p=0.897) in the male and female supervision on the performance of school teachers with directive style. This suggests that by using a directive style of supervision, both male and female supervisor effects equally on the performance of school teachers equally. However, female supervision (N=80 Mean=3.28) was found little better than male supervision (N=120 Mean=3.18). 

Comparison Between Effect of Male and Female Supervisors by Non-Directive Style on Teachers' Performance

Table 5

Gender	Frequency	M	t	p
Male	120	2.99	1.278	0.897
Female	80	3.15

 Table 5 indicated that there is no significant difference (t=1.278 p=0.897) in the male and female supervision on the performance of school teachers with a Non-directive style. This suggests that by using a Non-directive style of supervision, both male and female supervisor effects equally on the performance of school teachers equally. However, female supervision (N=80 Mean=3.15) was found little better than male supervision (N=120 Mean=2.99).

Table 6

Gender	Frequency	M	t	p
Male	120	2.76	1.278	0.924
Female	80	2.87

 Table 6 indicated that there is no significant difference (t=1.278 p=0.924) in the male and female teacher performance under the supervision of the head of the schools with a Collaborative style. This suggests that by the Collaborative style of supervision performance of male and female teachers is equal. However, female supervision (N=80 Mean=2.87) was found little better than male supervision (N=120 Mean=2.76).

Findings

The following findings were drawn from the analysis of data.

1- Most of the teachers agreed that their head of institution makes decisions on his own

2- Most of the teachers agreed that their supervisor emphasizes on teachers focus on work only

3- Most of the teachers agreed that their head of institution personally determines the priorities of tasks

4- Most of the teachers agreed that their head of institution enjoys directing teachers on a new task

5- Most of the teachers agreed that their Supervisor does not communicate with parents and students as individuals or groups

6- Most of the teachers agreed that their

Supervisors do not allow recreational activities to staff in school

7- Most of the teachers agreed that their head of institution thinks control can resolve conflicts

8- Most of the teachers agreed that their head does not accept criticism from his teachers

9- Most of the teachers agreed that their supervisor thinks the rule is better than counselling

10- Most of the teachers agreed that their Supervisor himself organizes the activities of the institution

Discussion

The research was organized to explore the "effect of supervision on teacher performance". The organization of the school's quality improvement policies and strategies have become an important factor. Teachers need guidance and more headship, for better organizational performance, and for the quality of Control, and calls for quality assurance which is emphasized in the context. The Department of Supervision and Teachers Quality Assurance (DSTQA) was established in 2002. Since that time, the department has gone through a number of phases. It has moved from quality control and guidance to quality assurance and teacher improvement. The basic objective of supervision is that pedagogic performance and training in schools to improve the governance process is to collect the data included in it. Based on this, a decision will be taken to improve the system.

This research was designed to explore the effect of supervision on teachers' performance. Institutional achievement of the teachers was also viewed in the light of their teaching performance attitudes. A structured survey questionnaire was developed for this purpose by the researchers. The tool was validated by expert opinion and reliability was also calculated before data calculation. For data collection, a convenience sampling technique was employed. 

The scholar used numerical study and graphic processes for this study. In this study, the total section of sampling size was 200 teachers selected from twenty schools in the district of Lahore. The survey was used as a tool in this study. After reading various courses and operational existing surveys about the "effect of supervision on teacher performance" survey was settled. For the literature review, literature has been studied from many books, courses, research work and seminar papers. Through a form, data were together for this study. Data was analysed through SPSS15.0 and the examination of data was accessible in tables. The result of each table was construed. Scholar graphic numerical analyses and Mean for Data. The researcher also analysed the difference between the effect of supervisors on male and female teachers' performance. Moreover, the study also analysed the difference between male and female supervision on teachers' performance. 

Results of the current study showed that the Directive style has the most effective style to improve teaching performance at the secondary level followed by the Non-directive style and collaborative style. Results also showed that there is no significant difference in male and female teacher performance under the supervision of the head of the schools with directive style, non-directive and collaborative styles. The result also showed that there is no significant difference in the male and female supervision on the performance of school teachers with directive style, non-directive style and collaborative style. 

Conclusion

The study topic was to explore the effect of supervision on teachers' performance. This research was basically conducted with the objective to measure the effect of supervision on teachers' performance, which was measured by calculating mean and standard deviation. The findings of this research mentioned in Chapter number 5 provide answers to the stated research question in Chapter number 1 showing the effect of supervision on teachers' performance. The literature review shows the process of supervision, nature, and purpose. In Pakistan at various levels of the education system changes are needed on many fronts. In addition to financial and material investment, as well as changes in thinking and working methods, intellectual capital is required. It just needs to be a development mode of thinking, is prescribed to comply with, and it needs to move mode. To bring about effective change, systems thinking is needed to see the big picture, as opposed to the parts in isolation, no one aspect of a system to other aspects without considering the effect of this change can be. Quality appears to be a common idea, but more importantly, the quality of care that results in the development of quality culture, a part of everyone's professional life has become a must. These values are encouraged and will be launched at the macro level, and schools and individuals working within them will be a quality benchmark. 

Quality standards and accountability for the development and application of standards require a systemic approach. For example, as opposed to a period of training, continuous professional development is essential to start. Pakistan Education Officers to all but a select few to attend the training course and others go without, as a rule, and a need, to take advantage of this opportunity to have a system whereby. This study is delimited at the secondary level only. This study is also further limited to district Lahore.

References

• Ali, M. S., Siddique, M., Siddique, A., Abbas, M., & Ali, S. (2021). Teachers' citizenship behaviour as a predictor of teaching performance: Evidence from Pakistani context. Humanities and Social Sciences Reviews, 9(3), 1135-1141.
• Bondar, K., & Shestopalova, O. (2020). Supervision as a model of inclusive education retraining and professional advancement of the school community. SHS Web of Conferences.
• Carpenter, J. F., Webb, C., & Bostock, L. (2013). The surprisingly weak evidence base for supervision: Findings from a systematic review of research in child welfare practice (2000–2012). Children and Youth Services Review, 35(11), 1843– 1853
• Colquitt, J. A., Conlon, D. E., Wesson, M. D., Porter, C. J., & Ng, K. H. (2001). Justice at the Millennium: A meta-analytic review of 25 years of organizational justice research. Journal of Applied Psychology, 86(3), 425–445.
• DeBoer, G. E. (1991). A history of ideas in science education: implications for practice. Choice Reviews Online, 29(01), 29–0433.
• Siddique, M. H. (2021). A Comparative Study between Online and Traditional Counseling for Students with Attention Deficit Hyperactivity Disorder (ADHD): School Psychologists Perspective in the Obsequies of Pandemic COVID-19. Zenodo (CERN European Organization for Nuclear Research).
• Gordon, S. (2022). Integrating the Experiential Learning Cycle with Educational Supervision. Journal of Educational Supervision, 5(3), 1–34.
• Hill, V., Bond, C., Atkinson, C., Woods, K., Gibbs, S. D. J., Howe, J. W., & Morris, S. E. (2015). Developing as a practitioner: How supervision supports the learning and development of trainee educational psychologists in three-year doctoral training. Educational and Child Psychology, 32(3), 119–131.
• Hismanoglu, M., & Hismanoglu, S. (2010). English Language Teachers Perceptions of Educational Supervision in Relation to their Professional Environment: A Case Study of Northern Cyprus. Novitas-ROYAL (Research on Youth and Language), 4(1), 12-20.
• Jain, V., Turaga, S. C., Briggman, K. L., Helmstaedter, M., Denk, W., & Seung, H. S. (2011). Learning to Agglomerate Superpixel Hierarchies. In Neural Information Processing Systems 24, 648– 656.
• Kanwal, W., Qamar, A. M., Nadeem, H. A., Khan, S. A., & Siddique, M. (2022). Effect of Conceptual Understanding of Mathematical Principles on Academic Achievement of Secondary Level Chemistry Students. Multicultural Education, 8(3), 242-254.
• Kristiawan, M., & Lian3i, B. (2019). The correlation between supervision of the headmaster and interpersonal communication with the work ethos of the teacher. European Journal of Education Studies, 6(1), 247.
• Kumari, H. M. L. (2022). Instructional Supervision by Principals in Type 1C and Type 2 Schools in the Gampaha District Sri Lanka. International Journal on Integrated Education, 5(8), 117-125.
• Kumari, H. M. L. (2022). Instructional Supervision by Principals in Type 1C and Type 2 Schools in the Gampaha District Sri Lanka. International Journal on Integrated Education, 5(8), 117-125.
• Kumari, H. M. L. (2022). Instructional Supervision by Principals in Type 1C and Type 2 Schools in the Gampaha District Sri Lanka. International Journal on Integrated Education, 5(8), 117-125.
• Kumari, L. (2022). A Study on Instructional Supervision by Principals in Type 2 and Type 3 Schools in Sri Lanka. Sri Lanka Journal of Education, 1(1), 73-88.
• Lakhan, G. R., Ullah, M., Channa, A., ur Rehman, Z., Siddique, M., & Gul, S. (2020). The Effect of Academic Resilience and Attitude on Managerial Performance. Elementary Education Online, 19(3), 3326-3340.
• Mackinnon, J. (2004). Academic supervision: seeking metaphors and models for quality. Journal of Further and Higher Education, 28(4), 395-405.
• Mah Jabeen, S., Aftab, M. J., Naqvi, R., Awan, T. H., & Siddique, M. (2021). Prevalence of Students with Learning Difficulties in Basic Arithmetic Operations in the Subject of Mathematics at Elementary Level. Multicultural Education, 7(5), 444-453.
• Munir, M., Ali, M. S., Iqbal, A., Farid, M. F., & Siddique, M. (2021). RELATIONSHIP BETWEEN LEARNING ENVIRONMENT AND PERFORMANCE OF STUDENTS AT UNIVERSITY LEVEL. Humanities & Social Sciences Reviews, 9(3), 877-884.
• Nordentoft, H. M., Thomsen, R., & Wichmann- Hansen, G. (2013). Collective academic supervision: A model for participation and learning in higher education. Higher education, 65, 581-593.
• Nurhayati, N., Mesiono, M., & Daulay, N. K. (2022). The Effect of Academic Supervision of School Principles and Teachers Performance Satisfaction in Increasing Teachers' Pedagogical Competence. Jurnal Basicedu, 6(2), 2138- 2150.
• Oke, J. O., & Olakotan, O. O. (2020). Towards Enhancing Effective Instructional Supervision in Technical Colleges in Ogun State, Nigeria. INVOTEC, 16(1), 32-41.
• Rahabav, P. (2016). The Effectiveness of Academic Supervision for Teachers. Journal of Education and Practice, 7(9), 47-55.
• Ricard, N. C., & Pelletier, L. G. (2016). Dropping out of high school: The role of parent and teacher self-determination support, reciprocal friendships and academic motivation. Contemporary Educational Psychology, 44, 32-40.
• Saani, A.-J. (2013). Influence of Compensation and Supervision on private basic school teachers' work performance in Ashaiman Municipality. International Journal of Business and Social Science, 4(17), 64-69.
• Saeed, A., Warraich, W. Y., Azeem, A., Siddique, M., & Faiz, Z. (2021). Use of Social Media Apps for Cyberstalking during Pandemic COVID-19 Lockdown: A Cross-Sectional Survey at University Students of Lahore. Multicultural Education, 7(11), 334-343.
• Sajjad, Q., Siddique, M., & Tufail, I. (2022). Teacher-Student Interaction towards Chemistry at Secondary Level. Global Educational Studies Review, VII(II), 167- 174.
• Salendab, F. A., & Dapitan, Y. C. (2021). Performance of Private Higher Education Institutions and the School Heads Supervision in South Central Min-danao.Psychology and Education, 58(3), 3980- 3997.
• Sharma, S., Yusoff, M., Kannan, S., & Baba, S. B. (2011). Concerns of teachers and principals on instructional supervision in three Asian countries. International Journal of Social Science and Humanity, 1(3), 214.
• Siddique, A., Taseer, N. A., & Siddique, M. (2020). TeachersEmotional Intelligence and Teaching Effectiveness: A Correlational Study. Ilkogretim Online, 19(3), 2411-2417.
• Siddique, M., Ahmed, M., Feroz, M., Shoukat, W., & Jabeen, S. (2022). Attitude Towards Learning Chemistry: A Case Of Secondary School Students In Pakistan. Journal of Positive School Psychology, 6(12), 1031-1055.
• Siddique, M., Ali, M. S., Nasir, N., Awan, T. H., & Siddique, A. (2021). Resilience and Self-Efficacy: A Correlational Study of 10th Grade Chemistry Students in Pakistan. Multicultural Education, 7(9), 210-222.
• Siddique, M., Tatlah, I. A., Ali, M. S., Awan, T. H., & Nadeem, H. A. (2021). Effect of Total Quality Management on Students Performance in Chemistry at Secondary Level in Pakistan. Multicultural Education, 7(11), 592-602.
• Sule, M. A., Ameh, E., & Egbai, M. J. (2015). Instructional Supervisory Practices and Teachers Role Effectiveness in Public Secondary Schools in Calabar South Local Government Area of Cross River State, Nigeria. Journal of Education and Practice, 6(23), 43–47.
• Wiyono, B. B., Samsudin, N., Imron, A., & Arifin, I. (2022). The Effectiveness of Utilizing Information and Communication Technology in Instructional Supervision with Collegial Discussion Techniques for the Teacher's Instructional Process and the Students' Learning Outcomes. Sustainability, 14(9), 4865.
• Yousaf, S. U., Usman, B., & Islam, T. (2018). Effects of Supervision Practices of Principals on Work Performance and Growth of Primary School Teachers. Bulletin of Education and Research, 40(1), 285–298.
• Yukl, G. (2009). Leading organizational learning: Reflections on theory and research. Leadership Quarterly, 20(1), 49– 53.
• Zepeda, S. J. (2003). The Principal As Instructional Leader: A Handbook for Supervisors.