Date of Award

Summer 6-2-2018

Document Type

Dissertation - University of Massachusetts Global access only

Degree Name

Doctor of Education (EdD)

Department

Organizational Leadership

First Advisor

Dr. Davie

Second Advisor

Dr. Larick

Third Advisor

Dr. Hatchel

Abstract

Purpose: The purpose of this study was to examine the benefits and importance of reflective supervision as perceived by supervisors and teachers working in the Rialto Child Development Center, located in Rialto, California.

Methodology: This was a single qualitative case study using standardized, open-ended interview questions in 4 focus groups to collect in-depth and succinct information from supervisors and teachers. Purposeful sampling was used to select 8 supervisors and 24 teachers who met the criteria to participate in the study. Data collection included 4 separate focus groups using an interview script to ensure reliability. The researcher conducted all focus groups and coded all data for developing themes.

Findings: Reflective supervision encouraged coaching, helping teachers perform at their best. Employee and professional development are organizational benefits of reflective supervision. Reflective supervision maximized teacher confidence in accomplishing organizational goals. Reflective supervision enhanced collaboration, allowing teachers to work cohesively as a team in the decision-making process. Reflective supervision strengthened workplace relationships between supervisors, teachers, and peers. Reflective supervision promoted a reflective mindset when teachers took the time to look at their emotions and monitor how those emotions affected decision making. Conclusions: When supervisors strengthen their coaching skills to assist teachers in developing their skills necessary for reflection and collaboration in decision making, teacher’s productivity increases. Supervisors’ maintenance of a work environment that supports teachers’ professional development and growth is imperative to organizational success. Teachers accountable for their own professional development will have a higher sense of efficacy and growth. Positive organizational culture and support is critical to teacher self-confidence. Teamwork between supervisors and teachers is critical to the decision-making process and collaboration. Teachers responsible for managing their own emotions in dealing with work and client issues are critical to increased quality service delivery to clients.

Recommendations: Replicate this study emphasizing training of supervisors and teachers. Conduct a multiple case study examining supervisors’ and teachers’ perceptions on the benefits and importance of reflective supervision.

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