Educational supervision in GCC school systems is shaped by inspection, accountability, and context-sensitive instructional leadership: a systematic review

Educational supervision within Gulf Cooperation Council (GCC) school systems has evolved beyond traditional classroom observation, now encompassing a broad spectrum of practices. These include teacher evaluation, school inspection, quality assurance, instructional leadership, mentoring, coaching, professional learning, and technology-supported supervision. A systematic review was conducted to synthesize evidence across 40 studies covering these diverse areas to provide a comprehensive understanding of the field.

Why it matters

This systematic review provides a consolidated view of the complex landscape of educational supervision in a significant regional context. Understanding these evolving practices is crucial for policy-makers and educational leaders seeking to enhance educational quality, accountability, and instructional effectiveness through structured supervision and support mechanisms.

Key insights

• Educational supervision in GCC school systems has expanded significantly beyond basic classroom observation.
• Current supervisory practices include teacher evaluation, school inspection, quality assurance, instructional leadership, mentoring, and coaching.
• Professional learning and technology-supported supervision are integral components of contemporary GCC educational supervision.
• The systematic review analyzed 40 studies covering direct clinical, instructional, and developmental supervision.
• The review also addressed data-driven appraisal, middle leadership, onboarding, and professional learning.
• The systematic review process adhered to transparent procedures informed by PRISMA and qualitative evidence-synthesis methodologies.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1892041