Supervisors from the Central science, technology, engineering, and mathematics (STEM) Unit conduct unannounced classroom observations to ameliorate the quality of teaching and learning inside public STEM schools. After conducting several classroom visits, supervisors posited that teachers integrate instructional methodologies that reinforce low-order thinking skills and rote memorization of facts (World Bank, 2017). Thus, the aim of this quantitative study is to describe teachers’ views about the effectiveness of short visits on their instructional performances. Sixty-four teachers were conveniently selected from three public Egyptian STEM schools, located in Giza, Cairo, and Qalyubia governorates and were requested to complete a 5-point Likert survey, involving twenty statements, adapted from Kubicek’s Classroom Walkthrough Observation Process Model (2015). As a result, the data obtained from the research participants suggested that the short visits’ model has a positive effect on teachers’ instructional performances at one of the three schools. However, the short visits’ model has been perceived by STEM teachers at two schools to have a minimal impact on their instructional performances, since it lacks improvement plans, follow-ups, and resources. Last, recommendations for future research and implications for teachers were developed based on the study’s results.


International & Comparative Education Department

Degree Name

MA in International & Comparative Education

Graduation Date

Spring 5-31-2020

Submission Date

May 2020

First Advisor

Wolsey, Thomas

Second Advisor


Third Advisor


Committee Member 1

Toprak, Mustafa

Committee Member 2

Abate, Teklu

Committee Member 3



103 p.

Document Type

Master's Thesis

Library of Congress Subject Heading 1

Educational Leadership


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