Educational Supervision Program in High Schools

This book explores the concept of interest among readers and researchers in the field of education, as presented in professional writing guides on curriculum reform policy and management-a reform that requires adjustments to the roles played by stakeholders in the school environment. This reform compels the principal to reevaluate a management model characterized by new administrative and pedagogical regulations. The author has reflected on a model of pedagogical leadership capable of effectively fulfilling the roles and responsibilities of pedagogical supervision. He has examined what types of actions enable the principal to establish practices aimed at improving the quality of instruction. This work is devoted to the ideas expressed in the writings of leading authors and to the theoretical foundations, highlighting the points of convergence and divergence on which the author relied to develop the principal's leadership related to pedagogical management and to interpret results that would enable him to develop a model of pedagogical supervision applicable to the Cambodian context.