INSTRUCTIONAL SUPERVISION AND PERFORMANCE LAG ADDRESS PROGRAM (PLAP): A COMPARATIVE STUDY OF FORMER GROUP A (SI) AND FORMER GROUP B (S2) SECONDARY SCHOOLS IN MUTARE URBAN. ZIMBABWE

Abstract

The study sought to determine instructional supervision of Performance Lag Address Program (PLAP) at secondary school level. Two schools participated in the study (one from former group A (S1) and the other from former group B (S2) schools). A total of 100 volunteer teachers (fifty from each school type) participated. A questionnaire with closed and open questions was used. Data was analyzed using a chi-square for independence while open ended questions showing similar themes were grouped together. The results show significant differences by school type on vision, curriculum modifications, staff development classroom supervision by HODs and head-teachers. Teacher comments indicate that head-teachers do not supervise classes and there is little staff development. No differences were found in collaborative work and resources but teacher comments indicated that there are no teacher teams in same subject areas or different subjects. Recommendations on PLAP are suggested.