الفهرس 
Chapter One: The Problem and Its ContextOnly 14 pages are availabe for public view
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Abstract
Teacher supervision is one of the most challenging areas of teacher supervision and development. Teacher supervision is paid this attention since the ultimate goal of supervision is the improvement of students’ learning through improvement of the teacher’s instruction.
The most notable challenge has to do with that fact that our efforts are rarely appreciated by the teachers we serve due to the lack of mutual trust between supervisors and teachers, tension in relationship between them and ritual supervisory activities.
This training program aims to empower senior teachers to develop and use the vocabulary necessary to describe good teaching, adapt a suitable model of supervision and observation tools, develop techniques of planning for constructive pre-, while and post- observation, and fulfill the required administrative and technical duties.
This training program aims also to empower classroom teachers to take more initiative (and in general to be more involved) in all phases of the classroom observation experience so that teachers may continue to learn and develop and students in the classroom benefit from the improved teaching. This is what the training seeks to achieve.
5.5.2 The study Questions
This study attempted to answer the following main question:
What is the effect of a proposed training program on enhancing some educational supervision skills for the preparatory senior teachers of English?
Off the main question are the following sub questions:
1- What are the educational supervision skills the preparatory senior teachers of English should have?
2- How far do the preparatory senior teachers of English have these educational supervision skills?
3- What are the training needs senior teachers of English require?
4- What is the effect of a proposed training program on enhancing some educational supervision skills for the preparatory senior teachers of English?
5.5.3 Hypotheses of the study
The study tried to test the following hypotheses:
1- The preparatory senior teachers of English as supervisors don’t have appropriate educational supervision skills.
2- There is a statistically significant difference between the mean scores obtained by the subjects of the sample group in the pretest and those obtained in the posttest in the observation form for the observation skills of the senior teachers in favor of the post test in each of the following skills
- Fulfilling the administrative and technical duties required from the senior teacher.
- Pre-observation discussion
- Observing and collecting data
- Giving a constructive feedback
3- There is a statistically significant difference between the mean scores obtained by the subjects of the sample group in the pretest and those obtained in the posttest in the self- assessment questionnaire for the observation skills of the senior teachers in favor of the post test in each of the following skills
- Fulfilling the administrative and technical duties required from the senior teacher.
- Pre-observation discussion
- Observing and collecting data
- Giving a constructive feedback