The Reality of kindergarten Principals' Practice of Some Educational Supervision Tasks From the Teacher's Point of View

Abstract

The aim of the research is to know the degree to which kindergarten principals practice some of the educational supervision skills according to the estimation of the research sample members of the kindergarten teachers. The research sample consisted of (127) teachers of government kindergartens in the city of Damascus, according to the research variables (scientific qualification, number of years of experience, training courses). the following results:

1. The implementation axis ranked first in terms of kindergarten principals’ practice of it from the point of view of the research sample members, then evaluation, followed by management of the activity room, then professional growth, then planning.
2. There are no statistically significant differences at the significance level (0.05) between the average scores of kindergarten teachers' answers to the questionnaire of educational supervision tasks according to the variables of educational qualification, and training courses.
3. There are statistically significant differences at the significance level (0.05) between the average scores of kindergarten teachers' answers to the questionnaire of educational supervision tasks according to the variable years of experience in favor of those whose years of experience was more than five years.