The role of developmental supervision in teachers' professional development: A mixed method study

The Purpose of this research is to examine teachers' perceptions regarding the contribution of traditional supervision to professional development and the role of developmental supervision practices on professional development. Designed as a multiphase experimental mixed methods research, the study basically consists of two phases. A different study group was used in each phase. In the first (quantitative) phase, which involves the current situation analysis regarding traditional supervision, the research sample consists of a total of 142 schools in Denizli, including 59 public primary schools, 45 middle schools, and 38 high schools determined by stratified cluster sampling method. Data were collected using the "Contribution of Supervision to Teachers' Professional Development Scale (CSTPDS)," developed by the researcher. The second (experimental) phase consists of two steps: The first step is the "training step" in which the "Developmental Supervision Model Administrator Training" was provided; it consists of 9 primary school administrators in the experimental group determined by purposive criterion sampling, and the "Administrator Training Program (ATP)" prepared by the researcher was implemented. In this step, the "Scenario Rubric for Developmental Supervision," developed by the researcher, was used to determine the effectiveness of the administrator training. The second step is the "implementation step" in which developmental supervision-based classroom observations were conducted; it consists of 9 primary school administrators, 37 primary school teachers in the experimental group, and 24 primary school teachers in the control group, all determined by criterion sampling. Data were collected through the "CSTPDS," "Attitude Scale Towards Professional Development," and "Teachers' Professional Development Self-Efficacy Scale" applied to the teachers in the experimental and control groups. Pre- and post-interviews were conducted with the teachers in the experimental group using a semi-structured interview form developed by the researcher. Quantitative and qualitative data of the study were integrated in the reporting section as required by the mixed methods design. In light of the research findings: it was concluded that traditional supervision does not contribute to professional development, while developmental supervision supports professional development and influences teachers' attitudes and self-efficacy regarding professional development. Developmental supervision practice has repositioned supervision as a tool that supports professional growth and internalizes professional motivation by eliminating the negative psychological environment caused by traditional supervision. Furthermore, it has successfully shifted the purpose of supervision from "control and punishment" to "reassurance and empowerment," directly increasing professional commitment. Therefore, for effective schools, the successful integration of developmental supervision into the education system, ensuring supervisor competence, and institutionalizing a culture of trust are indispensable.