Abstract
This study addresses teacher supervision in a context of linguistic diversity using data from the OECD’s Teachingand Learning International Survey (TALIS, 2013) in which school leaders (N = 7438) from 36 OCDE-member countries participated. Factor analyses on the principals’ supervision practices enabled us to identify three forms of supervision: administrative, pedagogical, and professional (career development). Kendall tau-b correlations revealed that the principals’ administrative and career development supervision correlated with the linguistic diversity of the students. Also discussed is the impact of this linguistic diversity on the administrative supervision provided and the teacher professional development.
Highlights
With significant human migratory movements on the rise, the portrait of welcoming societies and their schools has considerably changed (Castles, 2010; Czaika & De Haas, 2014; De Witte, 2018; Goldin, Cameron, & Balarajan, 2011; Hall & Posel, 2019; Koser, 2016; OECD, 2018; Triandafyllidou, 2018)
Following a factor analysis of questions 21 and 29, we identified three dependent variables defining the type of supervision given by the principals to their teachers: 1) administrative supervision; 2) pedagogical supervision; and 3) career development supervision
Research acknowledges the significant impact of principals’ practices on working conditions and on teacher supervision and the professional development supervision they give their teachers (Leithwood et al, 2004; Leithwood & Jantzi, 2006, 2008). In light of this observation, we demonstrated the relevance of analyzing the supervision and supervision practices of school leaders in OECD countries in terms of administrative supervision, pedagogical supervision, and professional development facilitation
Summary
With significant human migratory movements on the rise, the portrait of welcoming societies and their schools has considerably changed (Castles, 2010; Czaika & De Haas, 2014; De Witte, 2018; Goldin, Cameron, & Balarajan, 2011; Hall & Posel, 2019; Koser, 2016; OECD, 2018; Triandafyllidou, 2018) In this context, schools in many countries must compose with the cultural and linguistic diversity of their students (Appave & David, 2017; Castles et al, 2002; Commission européenne, 2018; Demireva, 2017; OECD, 2018; Newland, 2017; Silver, 2015; Somers, 2018; Zetter et al, 2006), resulting in additional tasks for both principals and teachers. Teachers in many education systems agree that they need to grow professionally to better meet the challenges of teaching immigrant-origin students (OECD, 2018; UNESCO, 2017; Brown & Medway, 2007; McAndrew, 2001) and that their principal plays a key role in this process (OECD, 2018)
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