Perceptions of English Teachers on the Effectiveness of Supervisory Process in an EFL context

The aim of this study is to discover through qualitative and quantitative analysis of collected data to evaluate the effectiveness of supervisory process in EFL context and its role in their classroom decision making. The researchers also conducted classroom observations on teaching grammar and written corrective feedback. Teachers’ practices and attitudes were observed regarding feedback and error correction and practices used in teaching grammar. To this end, Twenty-four instructors comprising of 14 males and 10 females participated with less than four to more than ten years of teaching experience. A structured questionnaire consisting of 35 items served as the instrument in the present study to obtain information about the effect of supervision process on EFL teachers teaching practices and their views about the role of supervision on their growth. The questionnaire is adapted and modified version of Kayaoglu (2006). The collected data were analyzed through descriptive statistics and ANOVA. In addition, classroom observations were done to find how supervision effect on teachers’ decision-making. The descriptive statistics showed that the majority of teachers were satisfied with the current supervision and they mentioned that the current observation increases professional growth and development. ANOVA result indicated that there is significant difference between teachers’ perception and teaching experiences. Based on observation, less experienced teacher was more interested in change the teaching method regarding the feedback they were provided with.

Perceptions of English Teachers on the Effectiveness of Supervisory Process in an EFL context Keywords:

supervision , teachers’ perception , effectiveness of supervisory process