School supervision and the quality of education in Mozambique

Abstract

School supervision is a fundamental element in promoting the quality of education, particularly in educational contexts marked by pedagogical and structural challenges, such as that of Mozambique. This study analyzes the role of school supervision in improving educational quality, highlighting its contributions to teachers' professional development, the refinement of pedagogical practices, and the strengthening of school management. The study's relevance lies in the need to understand supervision beyond its role as a mere monitoring mechanism, instead valuing it as a pedagogical, reflective, and formative process capable of meeting the demands of the Mozambican education system. Methodologically, the research employs a qualitative approach supported by a literature review of key authors in the field. The results indicate that effective supervision fosters teacher performance, proper curriculum implementation, and improved learning outcomes. However, it is noted that the Mozambican context still faces significant challenges, such as a shortage of qualified supervisors, logistical limitations, and the persistence of traditional, control-oriented practices. The study concludes that strengthening supervision with a pedagogical and participatory focus is essential for the continuous improvement of teaching and the sustainable development of the country's education system.