1- Department of English Language, CT.C., Islamic Azad University, Tehran, Iran
2- Department of English Language, CT.C., Islamic Azad University, Tehran, Iran ,Dr.mehrdadrezaee@iau.ac.ir
3- Department of English Language, CT.C., Islamic Azad University, Tehran, Iran
2- Department of English Language, CT.C., Islamic Azad University, Tehran, Iran ,
3- Department of English Language, CT.C., Islamic Azad University, Tehran, Iran
Abstract: (4 Views)
Objective: This study compared the effects of Clinical Supervision and Collaborative Supervision on EFL teachers’ resilience, professional identity, and their learners’ language achievement.
Methods: A mixed-methods design was employed, integrating quantitative and qualitative approaches. Quantitative data were collected from EFL teachers and their students to assess teachers’ resilience, professional identity, and learners’ language achievement. Qualitative data were obtained through open-ended questionnaires to explore teachers’ experiences and perceptions of the two supervision models.
Results: The findings demonstrated that Collaborative Supervision was significantly more effective than Clinical Supervision in enhancing teachers’ resilience and professional identity. Although Clinical Supervision contributed to immediate improvements in instructional practice, Collaborative Supervision fostered greater professional agency, collegial support, and reflective development. In addition, learners taught by teachers who participated in Collaborative Supervision achieved significantly higher language achievement than those taught by teachers receiving Clinical Supervision.
Conclusions: Collaborative Supervision provides a more effective framework for promoting teacher professional growth and improving student learning outcomes in EFL contexts. These findings underscore the value of collaborative and reflective supervisory practices and offer important implications for teacher education, educational leadership, and language education policy.
Methods: A mixed-methods design was employed, integrating quantitative and qualitative approaches. Quantitative data were collected from EFL teachers and their students to assess teachers’ resilience, professional identity, and learners’ language achievement. Qualitative data were obtained through open-ended questionnaires to explore teachers’ experiences and perceptions of the two supervision models.
Results: The findings demonstrated that Collaborative Supervision was significantly more effective than Clinical Supervision in enhancing teachers’ resilience and professional identity. Although Clinical Supervision contributed to immediate improvements in instructional practice, Collaborative Supervision fostered greater professional agency, collegial support, and reflective development. In addition, learners taught by teachers who participated in Collaborative Supervision achieved significantly higher language achievement than those taught by teachers receiving Clinical Supervision.
Conclusions: Collaborative Supervision provides a more effective framework for promoting teacher professional growth and improving student learning outcomes in EFL contexts. These findings underscore the value of collaborative and reflective supervisory practices and offer important implications for teacher education, educational leadership, and language education policy.
Keywords: EFL Teachers, Clinical Supervision, Collaborative Supervision, Resilience, Professional Identity, Language Achievement, Teacher Development
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