Teacher Supervision Practices and Principals' Characteristics

Autor/inn/en	April, Daniel; Bouchamma, Yamina
Titel	Teacher Supervision Practices and Principals' Characteristics
Quelle	In: Alberta Journal of Educational Research, 61 (2015) 3, S.329-346 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1923-1857
Schlagwörter	Foreign Countries; Teacher Supervision; Principals; Assistant Principals; Administrator Characteristics; Educational Practices; Questionnaires; Action Research; Leadership Styles; Disadvantaged Schools; Decision Making; Canada + Suchen Sie Ihr Suchwort? Ausland; Principal; Schulleiter; Principals; Stellvertretende Schulleitung; Bildungspraxis; Fragebogen; Projektforschung; Führungsstil; Decision-making; Entscheidungsfindung; Kanada
Abstract	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. (As Provided).
Anmerkungen	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/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01