Instructional supervision at school level has been a prominent feature in several countries in history. Two recent interrelated and interactive movements had a profound and worldwide effect on educational processes and institutions. With the application of principles of New Public Management, the school leader’s job came to be to manage performance. Such application of business-like procedures was reinforced by the other related movement, namely, globalization. Globalization introduced more frequent assessments and examinations to test students and teachers, allocated resources to teacher professional development, invested in technology‐assisted teaching and learning, and devised more efficient ways to provide high quality teaching and learning. Consequently, there is emphasis on quality of teaching and learning and various strategies to enhance the teachers’ capacity. One of the vital strategies is instructional supervision. It is important to study the present status of instructional supervision in Pakistan, particularly, in educational institutions functioning in the Cantonment Areas of Pakistan. Pakistan Army as a dynamic institution has its own mechanisms for effective teaching/learning to happen in schools/colleges administered by it. Based on interviews of the knowledgeable key informants, and use of the books on the subject of instructional supervision, and a self-reporting survey of school principals this study finds that Army as a dynamic institution does cater to instructional supervision. However, research material in Annual School Evaluation reports is not available to researchers. With opening of such material, further and better picture is likely to come to view.
Instructional Supervision, New Public Management, Globalization, professional development