Rural Saskatchewan Elementary K-6 Teacher's Perceptions of Supervision and Professional Development
Date
1997-08
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
ORCID
Type
Degree Level
Masters
Abstract
about supervision, reactions to the supervisory process, the
connection between supervision and professional development, and perceived qualities of
an effective supervisor. The respondent group consisted of 485 teachers from 42 (K-6)
rural Saskatchewan schools, each consisting of five or more full-time teachers.
Approximately 40% of those surveyed responded to the questionnaire.
Analysis of data included frequency counts, means, standard deviations, and
percentages to summarize items on the questionnaire. T-tests and one-way analyses of
variance were used to determine statistical significance.
The findings from this study supported the position that, generally, teachers were
satisfied with the quantity and quality of supervision received. Teachers agreed that all
teachers could benefit from supervision, but that special consideration should be given to
new teachers and those experiencing difficulty. They believed that supervision should be
a collaborative effort between supervisor and teacher, and that supervision should meet
individual needs. They also recognized the need for a differentiated approach to
supervision such as that outlined by Glatthom (1990) which allows teachers choice in the
supervisory process. Teachers emphasized the need for a strong connection between
supervision and professional development, and they tended to agree on qualities of an
effective supervisor. While most respondents indicated satisfaction with the supervisory
process, their preferences centered around ten general themes: a trusting supervisor and
supervisory environment, time, training, peer supervision, conferencing, supervision of
new and at-risk teachers, professional development plans, formal and informal
supervisory visits, new policy creation and implementation, and teacher choice in the
supervisory process.
Strong implications exist for supervisory personnel based on these findings. More
consideration must be given to teachers' needs and input. Hopefully, teachers and
supervisors will begin to understand supervisory policy and become well trained in the
methodology so as to implement effective supervisory processes that will result in better
supervision, effective professional development, and, ultimately, improved student
learning.
Description
Keywords
Citation
Degree
Master of Education (M.Ed.)
Department
Educational Administration
Program
Educational Administration
Advisor
Sackney, Larry
Guy, Allan
Guy, Allan
Committee
Renihan, Patrick;Billinton, Jack;Smith, Doug