Abstract:
The field of instructional supervision faces an urgent need to help teachers thrive in the classroom. Both instructional supervision and professional development have
been identified as vehicles to enhance the performance ofteachers. Based on a systematic process of instructional supervision at a private school in the south of
Lebanon, this study describes how this process is conducted, elicits teachers and
subject supervisors' perceptions of this process, and investigates how it contributes
to the teachers' professional development. A case study methodology serves the study purpose and mixed research methods, qualitative and quantitative, are used to collect data that address the research questions. A questionnaire was developed and
administered to elicit perceptions of all 80 teachers and 20 subject supervisors about
their school's process of instructional supervision, semi structured interviews were
conducted with a random sample of teachers and supervisors, school documents were
analyzed, and observations were conducted during all the phases of the process. This
helped achieve triangulation and increase the reliability of results. Questionnaire data
were analyzed through the Statistical Package for the Social Sciences (SPSS), and
interviews, documents and field observations data were analyzed qualitatively.
Results indicate that although the process is well established and systematic, several
misgivings were recorded and some recommendations were stated by participants.
