Abstract:
This study aimed to identify the role of educational supervision in the professional development for secondary teachers in government schools affiliated to the Directorate of Education /Tulkarem for the first semester of the academic year )2014/2015(, and to determine the impact of the variables of sex, place of residence, specialization, qualification, and years of service in assessing the role of educational supervision in professional development. A questionnaire was used as the data collection tool for the study, and it consisted of 45 paragraphs which were divided into three areas: teaching job efficiencies, teaching and learning, and assessment. Its validity and reliability were verified, reaching an overall reliability coefficient of 0.96. The study sample consisted of 170 male and female teachers of secondary teachers in government schools at the Governate of Tulkarem which constitutes 50% of the study population. Results showed high levels in the area of the adequacy of teaching competencies and the area of teaching and learning although the area of assessment was at an average level. Teaching and learning was followed by the adequacy of the teaching competencies followed by assessment respectively. Results also showed a lack of statistically significant differences on all the variables of the study. The most important findings of the study were the lack of a comprehensive system calendar for teachers based on clear criteria, the lack of attention to scientific research, and the lack of interest in contact and communication between teachers and the community. The main recommendations of the study are to develop a strategy for evaluating the educational standards within clear and specific criteria, and encourage scientific research to identify aspects necessary to rehabilitate, support and develop teachers.
