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Brigita Rupar[1]

Abstract

This article presents the analysis of focus group interview data from three professional groups: primary school teachers, school counsellors, and principals who were included in a supervision process. The main research focus is on determining the effects of supervision on the participants’ experience of their tasks and responsibilities, their monitoring and analysis of their performance, their self-regulated learning, and other possible effects. The findings show that active learning in the supervision process contributes to better self-awareness and more premeditated action in professional situations, deeper insight into one’s own reactions and clearer distinction between one’s own and other’s responsibility. Supervision also helped the participants to improve their self-regulated performance and their focus on essential aspects of their work.  There were no significant differences among the groups of professionals interviewed, except in the aspects directly related to the specifics of their work.

Key Words: supervision, reflection, self-regulated learning,  teachers, school counsellors, principals