Dictating or Facilitating: The Supervisory Process for Language Teachers

Abstract

This study is an attempt to explore the supervisory process from the standpoint of supervised English language teachers. The research which has been going on for three years, aims to weigh the results in terms of teachers to be benefited from the supervision. More specifically, the research answers whether teachers are really helped in improving their teaching and finding solutions to the problems as part of in-service training. In support for diary reports taken from teachers, the questionnaire which involved 72 items about supervisory process reveal that supervision appears to fail to live up to EFL teachers’ expectations with the current practice. From most of the EFL teachers’ point of view the current supervision is not of pedagogical, professional value and positive impact on teacher performance.