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- Title
Relationship between instructional supervision and professional development.
- Authors
Tesfaw, Tadele Akalu; Hofman, Roelande H.
- Abstract
The main purpose of this study was to examine the existing perceptions of teachers toward instructional supervision in secondary schools in Addis Ababa, Ethiopia. It also explores if there are differences between beginner and experienced teachers in their attitudes toward and satisfaction with supervisory practices, and (possible) relationships with perceived professional development. The sample is 200 teachers. Independent sample t-test, correlation and regression analyses were used to analyse the data. The results reveal that, except for peer coaching and portfolios, the selected supervisory approaches were infrequently practiced in private and government schools. No significant differences were found between beginner and experienced teachers in their attitudes and satisfaction toward supervisory processes practiced at their schools. Moreover, significant weak to moderate positive relationships were found of the actual supervisory approaches, teachers' attitudes and satisfaction with professional development. Regression analysis showed that teachers' attitudes and teachers' satisfaction are the most important contributors to professional development.
- Subjects
SCHOOL supervision; PROFESSIONAL education; TEACHER attitudes
- Publication
International Education Journal: Comparative Perspectives, 2014, Vol 13, Issue 1, p82
- ISSN
1443-1475
- Publication type
Article