In the conventional and traditional approached to supervision controlling teachers was a major work of supervisors – who are not real supervisors, but can be named as snoopervisors. They are fault finding machines, whose main task is to find errors of teachers in the classroom and school. It gives pleasure to them when they come to know teachers blunders and human imperfection, ignoring their humanness. This happens because of the lack of close relationship between teachers and supervisors. In this process of snoopervision, teacher and snoopervisor are two competing rivals in two different squads. (Zepeda, 2000) Snoopervisors task was to find out the things teachers are doing wrong and report to a higher authority for additional credit, not realising their own weakness.


In Maldives as well there has gone a time when supervisors were acting as snoopervisors. The ultimate aim of such snoopervisors then was promotions and the blessing of the principal or school head. Teachers sometimes were threatened for their righteous creativity both in and outside the classroom. This happened for three major reasons: snoopervisors had no confidence in subject matter, whereas teachers have got a better professional training; such snoopervisors see teachers as inferior; and they further wish to seek all the credit of doing “good” things.


However, as Maldives education system has been putting lots of effort on the improvements on the development of supervision and teaching-learning, several leaders and teachers have been trained academically and some professionally, in country and overseas. As a result drastic change is seen in the field of education and especially in the supervision. Most importantly, teachers are been given supervisory focus than snoopervisory focus. The Ministry of Education has been putting a great emphasis on the need of supervision in all the schools. “The key aspect of supervision is the emphasis on school based supervision.” (Developments in Education: 1994 – 1996, Country Report: Maldives, 1996) According to EFA 2000 Assessment: Country Report (Maldives), closer and regular school supervision by trained supervisors, for improvement of teachers and schools, is a basis for achieving the challenges of education in Maldives.


Thus, in the present days supervision, in Maldives, is seen as a step towards quality education.  Supervisors in most of the schools are trained graduate teachers who have at least two years of teaching experience. Even though few schools still posses traditional supervisors, the post of supervisorship is not a privilege, nor a pride in Maldives, anymore. Supervisors’ task is to find how teaching-learning in schools are going on and work for the quality development of teachers. The belief of teachers’ inferiority and snoopervison has disappeared from the mind of supervisors, as supervisors also have to teach at least one class of any grade; ie. 6-8 periods per week, in addition to the supervisory roles.