Instructional Supervision Practices and Self-Efficacy, Professional Efficacy, and Collective Efficacy of Supervisors

• In Event: Roundtable Session 90
  In Roundtable Session: The Role of the Supervisor in Teacher Development and Evaluation

Abstract

The study was conducted among supervisors: principals, deputy principals and directors of study programs (N = 106). It focuses on a) their supervisory practices and b) their perception of efficacy regarding the supervision of teachers. Results show that supervisors basically use differentiated and 360° models of supervision, and that their perception of collective efficacy is stronger than their perception of self- efficacy or professional efficacy. There is a greater correlation between the supervisors’ sociocognitive characteristics and their supervisory practices than with the characteristics of the supervisor considered in the study (sociodemographic and socioprofessional).

Authors

• Yamina Bouchamma, Laval University

• Lawrence Kalule, Universite Laval