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ERIC Number: EJ1035929
Record Type: Journal
Publication Date: 2014
Pages: 18
Abstractor: As Provided
Reference Count: 39
ISSN: EISSN-1443-1475
Relationship between Instructional Supervision and Professional Development
Tesfaw, Tadele Akalu; Hofman, Roelande H.
International Education Journal: Comparative Perspectives, v13 n1 p82-99 2014
The main purpose of this study was to examine the existing perceptions of teachers toward instructional supervision in secondary schools of Addis Ababa, Ethiopia. It also explore if there were 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. The 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.
Australian and New Zealand Comparative and International Education Society. ANZCIES Secretariat, Curtin University, Box U1987, Perth, WA Australia. Tel: +61-8-9266-7106; Fax: +61-8-9266-3222; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ethiopia