Abstract

Objectives: This study aimed to identify the degree of reality of modern supervisory patterns preferred in vocational education from the point of view of vocational teachers in the Ministry of Education in schools in the northern governorates of Palestine and the statistical differences in them according to the variables of academic qualification and years of experience. Methods: A descriptive-analytic approach was used, a random-stratified sample consisting of 166 vocational teachers. To collect data, a questionnaire was used that was constructed using the confirmatory factorial validity method. Results: The results of the study revealed that the degree of reality of the modern supervisory patterns preferred from the point of view of professional teachers in the northern governorates of Palestine was large for all supervisory patterns and for the total degree, and there are statistically significant differences in the degree of reality of the modern supervisory styles attributed to the variable of academic qualification on the patterns: preventive, constructive and blended in favor of diploma teachers. There are also statistically significant differences attributed to the variable years of experience on the supervisory patterns: corrective, preventive, creative and participatory in favor of those with less than 5 years of experience. Conclusions: The study concluded that it is necessary to encourage supervisors to diversify the practice of supervisory patterns and to provide them with training programs that focus on developing their skills in modern supervisory styles before and during service.