The Impact of Internal Supervision on the Professional Development of Teachers: A Study Based on Tamil Medium Schools in the Piliyandala Education Zone

Internal supervision is one of the most essential activities for ensuring a quality learning-teaching process in schools. But this internal supervision is not a continuous process in Tamil medium schools in the Piliyandala Education Zone. Usually, the zonal-level supervision and school-level supervision are conducted annually (once a year). Further, only 20% of schools submit their annual Internal Supervision Reports (SEQI). This research mainly reveals the influences and drawbacks of teachers' professional development. For this, Piliyandala zonal Tamil medium schools were selected, and the data were collected through a structured questionnaire and interview. Interviews were carried out with 10 principals and assistant principals in the Piliyandala zone. According to the Krejcie and Morgan chart, 147 teachers were selected, and data were collected from structured questionnaires. The internal supervisions were carried out on long time intervals; therefore, there is a delay for immediate guidance and reinforcement to the teachers to improve themselves. It also reduces the self-evaluation of the school because of the formal SEQI reports. Even though there are positive findings in teachers' development through formal supervision. Teachers' professional development can be improved through formative guidance, developing a strong school-level internal supervision group, and raising awareness for reporting SEQI, which will create the best quality education society.

Internal Supervision, Professional Development, Teacher, Teaching Skills

1. Abebe, T. (2014). The practices and challenges of school-based supervision in government secondary schools of Kamashi Zone of Benishangul Gumuz Regional State (Unpublished master’s thesis). University of Ethiopia. [Google Scholar] [Crossref]

2. Abreu, A., Cardoso, A. P., & Rocha, J. (2019). Teachers’ perception of the head of department’s performance and of pedagogical supervision. Millenium: Journal of Education, Technologies, and Health, 2, 47–59. https://doi.org/10.29352/mill0203e.04.00206 [Google Scholar] [Crossref]

3. Adewale, O. S. (2018). Instructional improvement of secondary school teachers through [Google Scholar] [Crossref]

4. effective academic supervision by vice-principals. Journal of Education and Human Development, 7(2), 607–617. Ahmad, A., & Saefurrohman, S. (2020). Teachers’ perception of academic supervision of the school headmaster. Journal of Educational Research and Practice. [Google Scholar] [Crossref]

5. Bandara, B. M. S. (2014). An investigation of teacher professional development programmes in Sri Lanka. In Proceedings of the International Research Session, University of Peradeniya (Vol. 18). [Google Scholar] [Crossref]

6. Darishah, P., Daud, Y., & Omar Fauzee, M. S. (2017). Teaching and learning supervision by school management, teachers’ attitudes, and teaching competency. International Journal of Development and Sustainability, 6(10). [Google Scholar] [Crossref]

7. Kirubakaran, S. (2014). Participation of teachers in professional development activities [Google Scholar] [Crossref]

8. with special reference to Batticaloa Education Zone. Open University of Sri Lanka. [Google Scholar] [Crossref]

9. Komariah, A., Sunaengsih, C., Kurniadi, D., Soemarto, S., & Nurlatifah, S. (2018). How professional learning community-based academic supervision improves teachers’ performance. In Proceedings of the 2nd International Conference on Research of Educational Administration and Management (ICREAM). [Google Scholar] [Crossref]

10. Kuhananthan, S., & Rasanayagam, J. (2024). Influence of school management and implementation of school-based professional teacher development programs in Vavuniya South Zone. Journal of Social Sciences – NISD, 2(1). [Google Scholar] [Crossref]

11. Kumari, H. L. (2019). Instructional supervision by principals in Type 1C and Type 2 schools in Sri Lanka. International Journal of Social Sciences: PEOPLE, 5(3), 406–422.Kumari, H. L. (2022). Instructional supervision by principals in Type 1C and Type 2 schools in the Gampaha District, Sri Lanka. International Journal on Integrated Education, 5(8), 117–125. [Google Scholar] [Crossref]

12. Muralidharan, K., & Sundararaman, V. (2011). Teacher performance pay: Experimental evidence from India. Journal of Political Economy, 119(1), 39–77. [Google Scholar] [Crossref]

13. Roti, R. S., Lumapow, H. R., & Sumual, S. D. (2020). Implementation of academic supervision of principals at Taraitak Public Elementary School. International Journal of Applied Research, 6(7), 106–111. [Google Scholar] [Crossref]

14. Ujiarto, T., Rusdarti, R., Rifai, R., & Raharjo, T. J. (2017). Effect of principal’s management, academic supervision, organizational culture, and work motivation on teachers’ professionalism. Journal of Educational Development, 5(3), 414–424. https://doi.org/10.15294/jed.v5i3.18128 [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study