Perceived of School Heads Instructional Supervision and Teacher Continuing Professional Development as Predictors of Teacher Competencies

Abstract

Low teacher competencies are disconcerting. The significance of the model for teacher competencies using instructional supervision and teachers continuing professional development as predictors, was verified. Through predictive research design and regression analysis used in analyzing the data from 150 teachers selected through total enumeration, it was found that teacher competencies are strongly and significantly predicted by instructional supervision and continuing professional development. Hence, the Self-Determination Theory was fully supported. Future research may identify other predictors of teacher competencies, while school leaders may improve supervision and professional development based on teacher needs.