Using Carl Glickman's model, the purpose of this study was to examine the effect computer assisted instruction had in teaching Developmental Supervision. The research expectancies were to yield improved supervisory behavior and conceptual understandings of Developmental Supervision, in the areas of style flexibility and style effectiveness. A synopsis of pertinent literature in these areas suggests that the supervisory role of school administrators need style flexibility, .style effectiveness, and the use of technology, computer assisted instruction, as a major component in educational improvement. Thirty-two (N = 32) administrators from a large metropolitan public school system in the south were randomly selected for participation in this study. The subjects were randomly assigned to the control group and experimental group, 16 and 16, respectively. The treatment utilized a three-session workshop format for the experimental group and no treatment was administered to the control group. Using a pre-test post-test design, both groups were administered the pre-test, Leadership Behavior Analysis II, during the first session. During the second session, the control group was given a placebo. The administration of the treatment was conducted by computer assisted instruction for the experimental group only. The disk began with the Supervisory Beliefs Inventory, individually, to ascertain their actual supervisory style; collaborative, directive or nondirective. The second section of the disk addressed training in supervisory style, teacher maturity, and the methodology needed to aid teachers to developmentally improve. The third session was in two parts: The beginning session for the experimental group was a discussion of the Developmental Supervision concepts and the control group experienced another placebo. The final component of the training was the administration of the post-test, Leadership Behavior Analysis II, to all subjects simultaneously. A t-test for independent and dependent samples was used to ascertain the difference between means in the sixteen experimental subjects and the control subjects. The Pearson Product Moment Correlation was administered to the data to determine the strength of the relationships in the control group and experimental group or pre-test and post-test results, respectively. The pre- and post-tests findings on the Pearson Product Moment showed a weak relationship in the experimental and control group. The pre- and post-tests findings, as were determined through the use of a t-tests for dependent and independent samples suggests that the use of computer assisted instruction to teach the key concepts of Developmental Supervision did not have a significant impact on the style effectiveness and style flexibility of supervisors in the school environment. In conclusion, the use of computer assisted instruction to teach key concepts of Development Supervision had no significant impact on the style flexibility and style effectiveness of the experiment group as compared with the control group.

A collective case study is the study of more than one case (Stake, 1995). One therapist supervisor and three therapist supervisees from a child and adolescent residential foster care facility were observed during their individual clinical supervision and interviewed post-supervision. Currently, the literature on clinical supervision seldom addresses the supervision of working professional counselors; particularly those who are child and adolescent counselors (CACs). Using a qualitative approach, two fundamental questions guided this inquiry: (a) what is the nature of clinical supervision involving a supervisor who provides clinical supervision to counselors in a child and adolescent residential foster care center that provides mental health treatment? and (b) within the clinical supervision experience, what issues involving children and adolescents does the supervisor explore?Participants provided detailed demographic information about their work and educational experience. During the post-supervision interviews participants recalled the content of the clinical supervision, discussed their thoughts and feelings about the supervision experience, explored how the supervision met their supervisory needs and expanded on their beliefs about the process of supervision in general. Constant comparative analyses, both within-case and cross-case, were conducted and themes emerged from the interviews. Various themes emerged that were associated with: administrative supervision, best practices, case specific discussion, developmental understanding, ethical dilemmas, the personal issues of the supervisor and supervisees, supervision practices, treatment modalities, treatment planning, and working with various systems. Within the clinical supervision of CACs in residential foster care the nature of supervision is related to discussing specific cases in the facility, the supervision practice as it is experienced within each supervisor supervisee relationship, and a general desire to explore the best approaches when working with the children and adolescents at the facility. Collectively the supervisor and supervisees explored issues related to children and adolescents specific to individual cases consistent with generic supervision. Implications for practice and research are also discussed.

The aim of this study was to investigate teachers’ perspectives on how they want to be supervised with a view to critiquing existing practices in light of teacher experience, viewpoint and professional aspirations. Documents used in the supervisory cycle in the setting of the study were analyzed to develop a broader understanding regarding the issues that comprise the supervisory activities and the supervisory criteria as documented by the educational organization that was the setting of this study. In addition, a total of eleven preparatory year EFL teachers in a university in Saudi Arabia were interviewed. The study used qualitative methods, with the data subjected to rigorous analysis that employed an analytical approach informed by the principles of grounded theory. The ideas gathered from the qualitative analysis of the interview data - complemented by the insights developed from document analysis - led to the emergence of two themes under which teachers’ expectations and ideas were grouped: 1) the professional aspect and 2) the social aspect. Under the professional aspect, teachers discussed their ideas regarding activities and concepts directly related to teaching practice and professional activities of teachers. The second theme, the social aspect, covers concepts which are related to the way the organization deals with teachers. Analysis of teachers’ interview data showed that there was some level of commonality between the ideas and expectations of teachers regarding some of the general points related to how they want to be supervised. However, there was considerable disparity in their priorities and their expectations regarding the overall approach of the supervisory system, to the extent that at times the expectations and priorities of some teachers were incompatible with and mutually exclusive of the expectations of the other teachers. This led to the conclusion that a multi-streamed supervisory system would provide for the needs of teachers with different expectations, priorities and needs. Such a system would have different streams with different activities for beginning and veteran teachers, with one or two more streams in between for teachers who do not fit in either stream. A multi-streamed system could allow the teachers the opportunity to articulate their needs and expectations and it does not impose a ‘one-size-fits-all’ system on all the teachers. Furthermore, it was recommended that supervisors should draw on the literature on professional life cycles and consider variables related to the workplace (regulations, management style, social expectations etc.) and to teachers’ personal lives (family, cumulative life experiences, individual disposition etc.) so that they can make informed decisions when assigning teachers to different streams within a multi-streamed supervisory system.

Many schools in South Africa face challenges of poor teacher performance as a result of implementing performance evaluation systems that are not developmental. In an attempt to resolve the current implementation challenges of the South African Integrated Quality Management System (IQMS) which is theoretically aligned to the TQM principles, the focus in this study is on the perceptions of school-based managers and educators regarding the effectiveness of the developmental supervision model as a possible tool for improving the quality of teaching. A mixed methods research design characterised by the explanatory sequential design was used to address the research questions. Out of the 350 randomly selected participants in all 15 districts of the Gauteng Province responded to the quantitative phase in the form of questionnaires. This was followed by analysis of the qualitative data from three focus group interview sessions that were conducted in Sedibeng East, Sedibeng West and Johannesburg North districts of the Gauteng Province in order to get in-depth explanations on perceptions of school-based managers and educators. Each of the three focus group interviews comprised of ten purposefully selected participants embracing two principals, two vice principals, two HODs and four educators per district. The results indicate that school-based managers and educators strongly believed that the developmental supervision model is an excellent tool for improving quality of teaching by applying implementation strategies comprising of the clinical supervision, self-directed supervision, peer supervision and connoisseurship strategies. These results were based on the opinion of the participants that the characteristics of the developmental supervision implementation strategies align with the Total Quality Management principles which were perceived to have a positive influence on improving the quality of teaching. The same supervision strategies were also found to match different levels of teacher development according to their levels of expertise and commitment. In contrast, the IQMS performance evaluation process, which also involves self-evaluation and peer evaluation, was believed to lack compliance with the developmental supervision strategies and the TQM principles during practical implementation because of characteristics related to the traditional inspection approaches to professional development. It is therefore recommended that the developmental supervision model should be introduced in South African schools to effectively implement the IQMS in order to ensure improved quality of teaching. / Educational Management and Leadership / D. Ed. (Education Management)

Many schools in South Africa face challenges of poor teacher performance as a result of implementing performance evaluation systems that are not developmental. In an attempt to resolve the current implementation challenges of the South African Integrated Quality Management System (IQMS) which is theoretically aligned to the TQM principles, the focus in this study is on the perceptions of school-based managers and educators regarding the effectiveness of the developmental supervision model as a possible tool for improving the quality of teaching. A mixed methods research design characterised by the explanatory sequential design was used to address the research questions. Out of the 350 randomly selected participants in all 15 districts of the Gauteng Province responded to the quantitative phase in the form of questionnaires. This was followed by analysis of the qualitative data from three focus group interview sessions that were conducted in Sedibeng East, Sedibeng West and Johannesburg North districts of the Gauteng Province in order to get in-depth explanations on perceptions of school-based managers and educators. Each of the three focus group interviews comprised of ten purposefully selected participants embracing two principals, two vice principals, two HODs and four educators per district. The results indicate that school-based managers and educators strongly believed that the developmental supervision model is an excellent tool for improving quality of teaching by applying implementation strategies comprising of the clinical supervision, self-directed supervision, peer supervision and connoisseurship strategies. These results were based on the opinion of the participants that the characteristics of the developmental supervision implementation strategies align with the Total Quality Management principles which were perceived to have a positive influence on improving the quality of teaching. The same supervision strategies were also found to match different levels of teacher development according to their levels of expertise and commitment. In contrast, the IQMS performance evaluation process, which also involves self-evaluation and peer evaluation, was believed to lack compliance with the developmental supervision strategies and the TQM principles during practical implementation because of characteristics related to the traditional inspection approaches to professional development. It is therefore recommended that the developmental supervision model should be introduced in South African schools to effectively implement the IQMS in order to ensure improved quality of teaching. / Educational Leadership and Management / D. Ed. (Education Management)