NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1096024
Record Type: Journal
Publication Date: 2015
Pages: 18
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: EISSN-1923-1857
Teacher Supervision Practices and Principals' Characteristics
April, Daniel; Bouchamma, Yamina
Alberta Journal of Educational Research, v61 n3 p329-346 Fall 2015
A questionnaire was used to determine the individual and collective teacher supervision practices of school principals and vice-principals in Québec (n = 39) who participated in a research-action study on pedagogical supervision. These practices were then analyzed in terms of the principals' sociodemographic and socioprofessional characteristics and certain aspects of their schools. Results show that the principals favoured individual over collective supervision and tended to forego preliminary meetings. Furthermore, principals in "disadvantaged" areas were more inclined to provide the necessary training and supervision to help their teachers make informed decisions. Recommendations for more effective teacher supervision are proposed for principals to ultimately improve student achievement.
University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: http://www.ajer.ca/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada