The Perceptions of School Heads and Teachers on External Supervision: A Case Study of Primary Schools in Epworth Suburb in Harare Province, Zimbabwe

  • J. S. Maphosa University of Zimbabwe
  • L. Madhlangobe University of Zimbabwe
  • T. Maphosa University of Western Cape


The purpose of this study is to determine the perceptions that primary school heads and teachers have on the effectiveness of external supervision. The sample of participants included five schools inspectors, ten school heads and ten primary school teachers. An in-depth case study approach was used, and qualitative data was collected using a self-administered questionnaire. The data analysis revealed the following findings: School heads and teachers view external instructional supervision as the practice of inspection; perceiving inspection as fault-finding, instilling fear, uncertainty and anxiety. The approach by the external instructional supervisors is intimidating and threatening, teachers are thus apprehensive about external supervision. The practice of external instructional supervision lacked the quality to facilitate improved classroom instruction and teacher professional growth. Nevertheless, the strength of external instructional supervision is that school heads and teachers are kept dutiful, diligent and up to date with their work. Thus, school authorities and teachers need a collaborative, collegial and developmental supervision model.

Author Biographies

J. S. Maphosa, University of Zimbabwe
PhD Student, Faculty of Education
L. Madhlangobe, University of Zimbabwe
Senior Lecturer, Faculty of Education
T. Maphosa, University of Western Cape
Lecturer, School of Business and Finance

Journal Identifiers

eISSN: 1013-3445