Title: Repositioning Clinical Supervision as a Strategy for Educational Transformation in Lesotho Primary Schools
Principals in Lesotho are formally responsible for overseeing teaching and learning, yet no structured supervision framework exists to guide this role. As a result, classroom practice largely goes unmonitored, and the supervision that does occur tends to be ad hoc, evaluative, and summative, disconnected from teachers’ professional growth or student achievement and offering teachers little […]