Enhancing Teacher Performance through Institutional Supervision for 21st Century Learning in Elementary Schools

Abstract

The research examines the role of institutional supervision in enhancing teachers' performance in elementary schools with a focus on preparing teachers to meet the challenges of 21st-century education. This study aims to determine the impact of effective academic supervision on teachers' pedagogies, professional growth, and readiness to embrace technology in the class room. Under a qualitative research design, data was collected through interviews with teachers and school administrators and supervisory practice observations in some elementary schools. This research found that structured and systematic supervision was the key to transforming practice in teachers, encouraging innovation and a practice climate of reflection. Core findings include the importance of supervisory collaboration, ongoing feedback and professional development in building key 21st- century skills such as digital literacy, problem-solving and critical thinking. However, resistance to feedback and its inconsistent application and disparities in digital literacy were some of the challenges that emerged in the research. This research finds that effective institutional supervision is pivotal in achieving teacher professionalism and preparing educators to adapt to the changing education landscape of the twenty first century. Differentiated policies and supervision strategies that account for the unique context of each school and challenges facing it are recommended according to the research.