An Assessment of Instructional Supervisory Models and Teachers’ Professional Development in Secondary Schools in Mezam Division
DOI:
https://doi.org/10.58425/jlg.v4i2.419Keywords:
Instructional supervisory models, teachers’ professional development, clinical supervision, developmental supervision, collaborative supervision, human relation supervisionAbstract
Aim: This study is aimed at examining the influence of instructional supervisory models, specifically clinical, developmental, collaborative, and human relation supervision, on teachers’ professional development in secondary schools in the Mezam Division.
Methods: A mixed-methods approach was employed. From a population of 614 individuals, a sample size of 14 administrators and 234 teachers was selected using purposive sampling and Krejcie & Morgan’s table. Data were collected through structured questionnaires and interviews. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed through thematic content analysis.
Results: The study revealed a significant positive relationship between clinical, developmental, collaborative, and human relations supervision models and teachers’ professional development. For instance, clinical supervision showed a moderate positive correlation (R = .600, p < .05), while developmental supervision also demonstrated a moderate relationship (R = .506, p < .05).
Recommendations: It is recommended that (1) school heads provide timely access to teaching resources; (2) principals share regular information on supervision and professional development activities; (3) heads of departments be empowered to support instructional supervision; and (4) administrators cultivate positive relationships with teachers to enhance idea-sharing and collaboration.
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Copyright (c) 2025 Kfusalu Elvis Diangha, Monono Emile Mbua, Ambei Moses Chu
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