An action research on differentiated supervision and teacher development

This research addresses the implementation of Glatthorn's differentiated supervision model within a primary school environment. As traditional supervision approaches become increasingly inadequate for educational organizations, there is growing interest in contemporary approaches that prioritize teachers' professional development. The study aimed to establish and implement the Differentiated Supervision Model to support teacher autonomy and professional development while moving away from traditional supervision practices that create negative perceptions among teachers in Turkey. The research was designed as action research utilizing Stringer's Look-Think-Act model. The study was conducted during the 2023-2024 academic year with the participation of ten volunteer teachers comprising elementary school teachers. Data were collected through focus group interviews, individual interviews, observation forms, and researcher journals. Throughout the implementation process, teachers engaged in various professional development activities including peer observation, self-evaluation, collaborative planning, and reflective practice. The researcher organized regular meetings where teachers could share their experiences, provide feedback, and collaboratively address issues that emerged during the supervision process. The findings demonstrate that the Differentiated Supervision Model enhanced teacher motivation, improved professional responsibility, enhanced classroom practices, and established stronger collaborative relationships among teachers. Teachers indicated that they perceived the implemented supervision model as a professional development process and felt more competent and empowered throughout this process. The research identified challenges associated with the Differentiated Supervision Model, including time and resource constraints, resistance to change, and the need for continuous support. Based on the findings, a guide for implementing Differentiated Supervision in schools was developed. Additionally, an implementation manual for administrative monitoring and development options was prepared. The study concluded that when structured with appropriate structural, organizational, and administrative support, Differentiated Supervision can effectively replace traditional supervision approaches and contribute significantly to teacher professional development and school improvement.