ERIC Number: EJ1268307
Record Type: Journal
Publication Date: 2020-Aug
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0256-0100
EISSN: N/A
School-Based Supervision Enhances the Professional Development of Teachers
South African Journal of Education, v40 n3 Article 1744 Aug 2020
The issue addressed in the study reported on here was the establishment of a clinical school-based model of supervision which was pragmatic and developmental-oriented for the professional development of teachers, a concept currently advocated by the supervisory corps. Since a mixed methods approach was used in the study, a closed-ended 3-point Likert-type questionnaire (1 to 31) was used to collect quantitative data with one question (32), gathering qualitative from 102 respondents who were purposively and systematically selected. The developmental aspect embedded in the school-based supervisory model demands that the process is constant and continuous, ruling out traditional supervisory models which demanded more control, compliance, predictability and accountability. Consequently, this would render the traditional inspectorate teams redundant. Supervisors armed with various models of supervision would be compelled to adopt an eclectic approach to supervision contingent to the situation.
Descriptors: Teacher Supervision, Faculty Development, Models, Teacher Evaluation, Foreign Countries, Supervisor Supervisee Relationship, Supervisory Methods
Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Zimbabwe
Grant or Contract Numbers: N/A