چکیده (انگلیسی):

ABSTRACT: The present study is aimed at review the existing skills within high school principals from Boostan and
Golestan towns in relation with educational supervision and guidance. The current investigation is a descriptivesurvey study in terms of nature and type. However, whereas conducting of this project is intended to adopt this
plan to improve process of educational supervision and guidance, so it can be typically considered as applied
research. In this study, statistical population comprises of all high school teachers from Boostan and Golestan
towns within academic year 2010-11 that were totally 1047 where sample size has been determined as 278
participants by means of Morgan’s table. Cluster sampling method was used for this purpose. High schools in these
regions are measurement units and they were randomly selected with totally 8 high schools among of which 4 high
schools were located in Boostan and the rest 4 high schools situated in Golestan town. Among totally 8 high
schools, 4 were selected from girls’ high schools and 4 of them were of boys’ high schools. To identify validation of
questionnaire in this study, Internal Consistency Method and Cronbach’s Alpha Coefficient have been utilized and
total value of Cronbach’s alpha coefficient was observed as 0.750 in this questionnaire. Data came from this study
have been investigated in two parts i.e. descriptive statistics including frequency distribution, mean and standard
deviation and in inferential statistics by means of Two- Way ANOVA and Tukey’s test. According to the given results
from ANOVA and review the high school principals’ skills from Boostan and Golestan towns, in Boostan town,
principals’ skills is significant in the field of educational supervision and guidance. Furthermore, there is no
significant relationship in’ supervision and guidance among high school principals from Boostan and Golestan and
based on given results from ANOVA done on teachers’ responses about supervision and guidance skills of
principals, there is no significant difference in skills among principals. With respect to the conducted calculations, no
significant difference is observed among principals’ skills. But according to the conducted ranking, it could be
implied that skills of principals may be ranked respectively as follows: official evaluation, human relations, IT and
teachers’ occupational development. And based on the given results from ANOVA, female teachers’ responses
about supervisory and guidance skills among female teachers suggested that there is a significant difference in
supervision and guidance skills among female teacher at 99% level of confidence. But, according to this ranking, it
may be mentioned that skills in female principals are respectively ordered as follows: official evaluation, human
relations, IT, curriculum planning, and teachers’ occupational development. Meanwhile, there is no significant
difference among female and male teachers in terms of regulatory and guiding skills. Results, which have been
derived from Tukey’s Test, signify that there is no significant relationship among female and male principals in
terms of skills with (official, educational curriculum planning, teachers’ occupational development, and human
relations) parameters. But a significant difference exists among variables IT and evaluation.