Supportive Supervision and Its’ Effect on Teachers Teaching Performance, Mental Health and Students Academic Achievements

Abstract

In today’s educational landscape, supportive supervision has emerged as a crucial mechanism for enhancing teachers’ instructional abilities and overall school performance. It empowers teachers to carry out their responsibilities with confidence and minimal obstacles. Supportive supervision plays a key role in achieving educational objectives, particularly under initiatives like Mission PRERNA and the NIPUN Bharat Mission Program. launched in 2019 as part of Mission PRERNA, the supportive supervision program has yet to be comprehensively examined through systematic, evidence-based research. This study was undertaken to assess the impact of supportive supervision on teachers’ instructional effectiveness, pedagogical skills and mental well-being. It aimed to analyze its influence on students’ academic achievements. Data was collected using a self-designed, semi-structured questionnaire administered through Google Forms and telephonic interviews, with 315 teachers from various districts. Statistical analysis was conducted using SPSS 20.0. Findings revealed that 98 percent of the respondents had received supportive supervision at least once from an assigned departmental supervisor. Among them, 93 percent acknowledged its positive impact on their teaching performance. 73 percent of the participants indicated that supportive supervision contributed to improved mental health. The study also found that 85 percent of teachers experienced an increase in creativity, while 82 percent observed constructive changes in their attitudes. 81 percent reported enhanced interpersonal skills, fostering stronger relationships with both colleagues and students. The study concludes that supportive supervision proves highly effective when conducted by well-qualified supervisors following appropriate procedures. It emphasizes the necessity of a rigorous selection process for supervisors, assessing their knowledge, skills, experience, personality traits and psychological competence. This screening should be carried out by trained professionals, such as psychologists or clinical psychologists to ensure the effectiveness of the supervision process.