Teacher Supervision in the Context of Linguistic Diversity in OECD Countries

Abstract

This study addresses teacher supervision in a context of linguistic diversity using data from the OECD's Teaching and 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.