A HISTORICAL ANALYSIS OF EDUCATIONAL SUPERVISION IN THE UNITED STATES OF AMERICA AND ITS IMPLICATIONS FOR NAMIBIA.

摘要

The purpose of this study was to analyze the history of educational supervision in the United States and the variations in approaches in modern supervision. This was followed by an analysis of the general educational, cultural, and social characteristics of Namibia which relate to educational supervision, and a model of educational supervision for Namibia was suggested. This was designed to respect the cultural uniqueness of Namibia and to benefit from the "lessons learned" as the field of educational supervision has evolved in the United States.;A historical research methodology was used. This study attempted to answer the following research questions: (1) How has educational supervision evolved in the United States? (2) What are its major approaches? (3) What pre-service course work, experience, and in-service training would support the development of competencies needed for a role as educational supervisor? (4) What are the general educational, cultural, and social characteristics in Namibia which relate to educational supervision? (5) In view of the above, what model of educational supervision can be suggested for Namibia?;While recognizing the differences between the United States and Namibia, the approach and theoretical basis of American educational supervision offers a useful foundation for educational supervision for Namibia.;The suggested model for Namibia has examined the integration of White, Colored, and African educational systems in Namibia and the pre-service preparation and in-service training for supervisors. Some major supervisory approaches applicable to educational supervision in Namibia were presented. Some major roles of educational supervisors also were presented.;The recommendations for educational supervision in Namibia include: (1) To achieve credibility, educational supervisors must be selected from educators who have received major and specialized training in that field. (2) Supervisors, administrators, and those in leadership roles should encourage the establishment of a university in Namibia and compulsory education for all the Namibian pupils. Elimination of all discriminatory and apartheid structures in Namibia is desirable. (3) Teacher education should be given top priority. Professional development and in-service training for the staff should be emphasized. Recruitment of teachers from abroad and exchange of scholars should be encouraged. An Association for Supervision and Curriculum Development should be established. (Abstract shortened with permission of author.)