School‐based instructional supervision and the effective professional development of teachers

This paper considers how academic supervision and support by educational authorities help improve the teaching–learning process and the professional development of teachers in government and private‐aided senior secondary schools. To date the research into this field in India has tended to focus on the mechanics of supervision. A comparative study was carried out of selected government, private‐aided and private senior secondary schools in India. The paper examines how heads of government and private‐aided institutions feel about placing emphasis on providing instructional supervision for teachers. They and their staff obtain little or no feedback or academic support from educational authorities in this field. It also investigates how heads improve the teaching–learning process and provide effective professional development of teachers at school level. The paper argues for the provision of effective school‐based instructional supervision and support for the professional development of teachers by heads. It concludes by recommending various measures for strengthening the efforts of the heads of government and private‐aided institutions, given the lack of academic support from educational authorities.