Teachers’ and Supervisors’ Views on Clinical Supervision

Abstract

This study describes how instructional supervision is conducted at a private school in Lebanon. The authors elicited teachers’ and supervisors’ perceptions of this process and investigated how the approach to supervision contributes to teachers’ professional development. Mixed research methods were used to collect the data, including a questionnaire, semistructured interviews, analysis of school documents, and observations. Findings indicate that although the supervision process is well established and systematic, there are areas for improvement.