Instructional Supervision and Professional Development

ISBN-13: 9783659207808 / Angielski / Miękka / 2012 / 76 str.

Tadele Akalu Tesfaw;Roelande H Hofman

Opis

The main purpose of this book is to examine the existing perceptions of teachers toward instructional supervision in secondary schools of Addis Ababa, Ethiopia. It also explore the differences between beginner and experienced teachers in their attitudes toward and satisfaction with supervisory practices and (possible) relationships with perceived professional development, with a sample of 200 teachers using independent sample t-test, correlation and regression analyses. Results reveal that except for peer coaching and portfolios, the selected supervisory approaches were less frequently 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. However, regression analysis showed that teachers attitudes and teachers satisfaction are the most important contributors to professional development.

O autorze

Tesfaw, Tadele AkaluTadele A. Tesfaw, BA: EDPM at Addis AAU, Ethiopia; Int. MSc in Education: Educational Effectiveness & Instructional Design at University of Groningen, Netherlands. National Pedagogic Expert at GIZ/GFA, Ethiopia. Roelande H. Hofman, Asso. Prof, senior researcher & director of Int. MSc. in Education at GION, University of Groningen, Netherlands.