Abstract:
The purpose of this study was to investigate supervisory modes degree that practiced by supervisors in secondary schools in Palestine, and also to determine the effect of teachers’ gender, qualification, and years of experience in teaching profession on those supervisory modes. The sample consisted of (565) male and female secondary school teachers. The questionnaire contained (45) items to measure the degree of supervisory modes that practiced by supervisors, which covered the four domains of the study (autocratic mode, democratic mode, laissez –fair mode, and collaborative mode). The results indicated that there was a moderate degree of supervisory modes that practiced by supervisors, also, the results revealed a significant difference among supervisory modes domains in favor of democratic and collaborative domains. In addition, there were significant differences at on supervisory modes degree that practiced by supervisors in secondary schools due to gender, qualification, and years of experience. Based on the study findings, the researcher recommended the necessity to train instructional supervisors a accomplish their supervisory tasks effectively in schools, with special attention and focus towards the importance of human and constructive relationship between teachers and supervisors in schools.
