The instructional supervision approach of two school principals in North Lebanon and its influence on teachers' rejuvenation and retention

Abstract

Lebanon's current socio-political and economic challenges significantly impacted its educational system, leading to a concerning exodus of teachers. Contributing factors include low wages, increased professional demands, technological advancements, the COVID-19 pandemic, and insufficient support for effective teaching practices and professional development. This study examined the instructional supervision approaches of two school principals in North Lebanon and their impact on teachers' perceptions. Using a comparative case study with both qualitative and quantitative methods, data was collected through semi structured interviews with principals and general teaching observations to understand teachers' practices and professional development. Additionally, a Likert-scale questionnaire assessed teachers' perceptions of their principals' instructional supervision tasks. Results indicated that supervision attributes promoting teacher rejuvenation and retention included distributed, collegial, developmental, and transformational supervision. The study suggests that principals' instructional supervision can support teachers and enhance retention, recommending further research on support mechanisms for principals