- The third field: Obstacles to specialized supervision related to the “supervisor” received the first rank, as the percentage weight reached (78.65%), that is, with a high degree of disability.

Abstract

The aim of the current research is to identify the obstacles to specialized supervision in secondary education from the point of view of supervisors in Babylon Governorate. The research sample amounted to (50) supervisors. The researchers used the “descriptive approach”, and the questionnaire was used as a research tool, as the number of its items reached (36) items, distributed It covers three areas: obstacles to specialist supervision that relate to the educational institution (school), obstacles to specialist supervision that relate to the teacher, and obstacles to specialist supervision that relate to the supervisor. The researchers added an open question about ways to overcome the obstacles to specialist supervision in secondary education in Babylon Governorate. The search results reached: - The third field: Obstacles to specialized supervision related to the “supervisor” received the first rank, as the percentage weight reached (78.65%), that is, with a high degree of disability. The second field: Obstacles to specialized supervision related to the “teacher” received a second degree, and the percentage reached (78.46%), that is, with a large degree of disability as well. The first field: Obstacles to supervision related to the educational institution “the school” received a third degree with a percentage weight of (66.60%), with a moderate disability rank. Through the previous results, the researchers recommended a set of recommendations, including: (Providing financial allocations for building schools in proportion to the human increase (number of students), to eliminate the problem of double and triple-shift pairs, and qualifying supervisors, teachers, and school administrations with practical and actual training courses, each according to their specialty, to develop their scientific skills. And the process, and opening the way for supervisors, teachers, and school administrations to exchange experiences and knowledge, each according to his specialty, through visits between governorates inside and outside the country, and to benefit from the technology of social networking sites between the supervisor and the teacher according to the specialty, and the goal of this is to break the barrier of anxiety and tension between them, as well as facilitate greater follow-up. A number of teachers for the purpose of guiding them, exchanging information, and developing their experiences, as well as seeking the assistance of teachers with long experience in teaching and accepting them in supervision courses, and motivating teachers to attend training courses, each according to their specialization and years of service, by determining the appropriate time for the teacher and the urgent need for these courses, and this is done by granting Certificates of appreciation for each course to be considered for promotions.