Facilitating Rudiments of Supervision and Teacher Mentorship Through Digital Tools inSecondary Schools

Abstract

This qualitative study explored the facilitation of rudiments of supervision and teacher mentorship
through digital tools in secondary schools, with a focus on promoting teacher growth, improving
instructional practice, and enhancing student learning outcomes. Grounded in the conceptual
underpinnings of social constructivism, teacher agency, technology-enhanced pedagogy, adult
learning theory, social learning theory and the technology acceptance model, the study adopted a
qualitative approach to gain an in-depth understanding of the phenomenon. A comprehensive
documentary review and document analysis were conducted to examine the current practices and
approaches to teacher supervision and mentorship in secondary schools, as well as the role of
digital tools in facilitating these processes. The findings of the study revealed that digital tools
have the potential to enhance teacher supervision and mentorship by providing opportunities for
collaborative learning, feedback, and reflection. However, the study also identified several
barriers to the effective integration of digital tools, including inadequate training and support for
teachers, limited access to technology, and concerns about the reliability and validity of digital
tools. Based on the findings, the study recommends the development of a more effective and
sustainable model of teacher supervision and mentorship that leverages the affordances of digital
technologies to support teacher professional development and school improvement. Specifically,
the study suggests that educational leaders and policymakers should prioritize the provision of
training and support for teachers to effectively integrate digital tools into their practice, as well
as invest in the development of high-quality digital tools that are tailored to the needs of teachers
and students. By doing so, secondary schools can harness the potential of digital tools to promote
teacher growth, improve instructional practice, and enhance student learning outcomes.