Teachers are the main body whom all the others have to depend on for the success of a school as they are the people who are in action. Even though the authorities order things to be carried out this way and that way, if teachers do not take that into consideration, it would be very difficult to accomplish the tasks. Teachers, similarly, can pretend and formally show that plans are implemented well and hence can keep the authorities happy for a long period of time, if necessary supervisory tasks are not carried out in the system. Thus, close supervision is necessary for better understanding of the school climate and teaching-learning.


Supervisors are the people who are given the authority of letting the teachers know the procedures and policies practiced in the school. Similarly, all the teachers, who join the school even after their teacher training, expect to know the culture of the school they are appointed to. They deeply expect the necessary authorities to guide them in the early stages of their career. Teachers really want them to be briefed about the nature of the school, classroom, teachers and individual students. They need to be provided with the necessary documents, which would be really helpful for them to work along with their planning, monitoring, designing, and evaluating.



No teacher ever wants their supervisors to be a statistics analyser, who always show graphical projection of the performances of different class or years or semesters. Furthermore, they would hate to see their failure announced on the staffroom notice board for several weeks. A positive side of looking at it may be what the supervisors would have in mind, which is to appreciate the teachers who have done a great job. On the other hand, it also gives deep disappointment to the teachers who have done a good work, but were not that successful as the teachers who have produced the best results or as more experienced teachers. Teachers’ expectation from the supervisors is to be helpers rather than mere statistical analysers.


A main disappointment expressed by teachers is “my supervisor does not provide much real help in dealing with problems I face with my clients” (Kadushin 1974, 1990)  This is sometime common in Maldives as well. Problems, which appear in classes, require professional knowledge to overcome it. The assumption here is that humans avoid from the scene when they do not have necessary knowledge and skill about the problem. It is further assumed that when people do not dare to be committed and dedicated, it is rather difficult for them to find time to think about it.


Another disappointment expression stated by Kadushin (1974, 1990) is that “my supervisor is not sufficiently critical of my work so that I don’t know what I am doing wrong or what needs changing”. Teachers feel very unsatisfying when their supervisors just state that my method is not right, but neither could tell them an appropriate method, nor provide them with necessary facilities for them to find a suitable method. Their expectation from the supervisors was to sit with them and explain why their strategy is wrong and guide them for further strategic amendments, so that it can be confidently used in the classroom. Lack of critical and creative thinking in criticizing would lead the criticisms in vain.


All the teachers expect supervisors to have a thorough understanding about what they are commenting. For instance, if the hard talk is about ineffectiveness of school, they expect the supervisors to have empirical evidences from the teaching-learning action phase. In fact, classroom observation is the stage where supervisors can understand the success or failure of teaching-learning. However, it must be highlighted students’ works are monitors regularly: checking whether enough exercises are given by teachers; students are completing the work; checking whether marking of teachers are productive. Checking students’ exercise books is only part of the process of understanding the situation.


Broadly stating, teachers’ expectation from supervisors is to assist them in achieving the goals of the schools. Many principals are result oriented and often talk about professional development, pedagogy, learning aids, which are only concepts, which most of the teachers know as knowledge even before they join the schools. The practical competency of how to put those terms into practice was the technical skills which teachers are expecting from the supervisors. Theory is easy to understand, but creativity in practicing those theories is a hard job. Basically this is the area most of the teachers need assistance – supervision.