A Model for Professional Development of High School Teachers Based on Clinical Supervision

Abstract

Purpose: This study aimed to design and present a model for the professional development of high school teachers (second cycle) based on clinical supervision. Methodology: The research was fundamental-applied in purpose and used a qualitative methodology through thematic analysis. The statistical population included university professors and experienced education officials, selected through purposive sampling. Data were collected through semi-structured interviews, researcher-developed questionnaires, and document analysis. Data analysis was conducted using theoretical coding based on thematic analysis with MAXQDA software. For the validation of findings, the test-retest method and credibility checks were used. Findings: The study revealed that the professional development of high school teachers includes cognitive-individual components (such as self-awareness and subject matter knowledge), social components (such as attitudinal development and interest development), and managerial-leadership components (such as classroom management and leadership in educational environments). Influential dimensions included teacher (individual and social responsibility, communication skills), school management (management support and participatory leadership), and curriculum (content and learning opportunities). Affected dimensions comprised empowerment in scientific, reflective, and performance capacities and learning through collaboration and supervision. Implementation barriers were identified as educational and managerial challenges. Conclusion: The conceptual model designed in this study is introduced as a comprehensive and valid framework for the professional development of high school teachers based on clinical supervision, which can positively impact teacher performance and teaching quality in this educational cycle.