Strengthening Science Literacy Through Academic Supervision: Insights from High School Science Teachers

Abstract

This study aims to discover the perspectives of Physics teachers regarding the application of academic supervision in public and private high schools. In the realm of educational obstacles, including geographical and resource constraints, comprehending teacher views is crucial for devising more effective supervisory strategies. The research method employed is qualitative, utilising a case study approach. Data were gathered via comprehensive interviews with nine Physics Science educators to investigate their experiences, reactions, and anticipations regarding the academic supervision process. The study's findings indicated that teacher perceptions were significantly affected by the supervisory approach, the quality of communication between teachers and supervisors, and the pertinence of the feedback provided. Educators possess adequate comprehension of the planning, execution, and subsequent evaluation of academic oversight by the principal. Favourable perceptions typically foster educators' receptiveness to transformation and enhancement of instructional methodologies. It is essential for principals to comprehend the scientific content pertinent to the subject matter taught by each educator, particularly in relation to scientific literacy (scientific approach). This research offers both theoretical and practical contributions. Supervisor competencies that diverge from the relevant field of study also impede the efficacy of supervision. This study theoretically enhances the discussion of teacher perceptions in academic supervision. The findings can serve as a resource for educational stakeholders to develop a more contextual and effective supervision model, particularly in regions with unique socio-cultural and infrastructural conditions.