This study examines the practices of pedagogical supervision in Burundi, a context that has been little explored despite the crucial importance of supervision in improving the quality of secondary education. It constitutes an original contribution by simultaneously analyzing the models of supervision, the phases of the supervisory process and the professional development activities, while considering the sociodemographic, professional and institutional characteristics of teachers and school establishments. The main objective of this research was to identify the supervision practices as perceived by secondary school teachers and to explore their relationships with various individual and institutional variables. To this end, a descriptive and correlational methodological approach was adopted. Data were collected using a validated questionnaire adapted to the Burundian context, involving (N = 187) teachers from 19 secondary schools distributed across five regions of the country. The analyses are based on exploratory factor analyses to identify the underlying dimensions of supervision practices, supplemented by Pearson correlations, t-tests and analyses of variance (ANOVA). The results reveal a predominance of clinical and peer supervision models, structured around the phases of preparation, observation and feedback. The individual characteristics of teachers show few significant relationships with supervision practices. On the other hand, the institutional status of school establishments significantly influences the provision of professional development, with private schools offering more opportunities than public schools. These results underline the urgent need to strengthen the training of pedagogical supervisors and to institutionalize collaborative mechanisms to sustainably support the professional development of teachers and improve the quality of secondary education in Burundi.
Acheson, K. A., & Gall, M. D. (2011). Clinical Supervision and Teacher Development (6th ed.). Wiley.
Aminah, N., Kartono, K., & Rusilowati, A. (2022). Pengaruh supervisi akademik dalam meningkatkan kompetensi pedagogik guru. Jurnal Hurriah : Jurnal Evaluasi Pendidikan Dan Penelitian , 3, 28-42. https://doi.org/10.56806/jh.v3i3.94
April, D., & Bouchamma, Y. (2015). Teacher Supervision Practices and Principals’ Characteristics. Alberta Journal of Educational Research, 61, 329-346. https://doi.org/10.55016/ojs/ajer.v61i3.56104
April, D., & Bouchamma, Y. (2015a). Accompagnement du personnel enseignant par les Communautés d’apprentissage professionnelles (CAP): Pratiques-clefs et caractéristiques des directions d’école. Formation et profession, 23, 1-14.
Blais, A., & Durand, C. (2019). Le sondage (6e éd.). Presses de l’Université de Montréal.
Bouchamma, Y., Giguère, M., & April, D. (2017). Référentiel de compétences d’un Superviseur pédagogique: S’autoformer et s’autoévaluer pour superviser individuellement et collectivement. Presses de l’Université Laval. https://doi.org/10.2307/j.ctv1h0p08c
Costa, A. L. (2015). Cognitive Coaching: Developing Self-Directed Leaders and Learners. Rowman & Littlefield.
Danielson, C. (2016). The Framework for Teaching: Enhancing Professional Practice. ASCD.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. Learning Policy Institute. https://doi.org/10.54300/122.311
DeVellis, R. F. (2003). Scale Development: Theory and Applications (2nd ed.). Sage Publications.
Dumont, H., Jorro, A., & Le Pesant, C. (2012). La formation des enseignants: Entre savoirs et compétences. De Boeck Supérieur.
Gage, N. A., Scott, T. M., & Hirn, R. G. (2020). The Effects of Teacher-Student Interactions on Student Behavior. Journal of Positive Behavior Interventions, 22, 67-77.
Garmston, R. J., & Wellman, B. M. (2017). The Adaptive School: A Sourcebook for Developing Collaborative Groups. Rowman & Littlefield.
Glickman, C. D. (2002). Leadership for Learning : How to Put the Instruction Back into Leadership. Phi Delta Kappan , 84, 46-51.
Glickman, C. D. et al. (2018). Supervision and Instructional Leadership: A Developmental Approach. Pearson.
Guskey, T. R. (2019). Does Teacher Professional Development Really Work? Phi Delta Kappan , 100, 8-13.
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2006). Multivariate Data Analysis (6th ed.). Pearson Prentice Hall.
Hattie, J., & Yates, G. (2017). Visible Learning and the Science of How We Learn . Routledge.
Herrera Pérez, J. M., Ochoa Londoño, E. D., & Tello Zuluaga, J. (2024). Leadership pédagogique des directeurs d’école dans l’enseignement de base, secondaire et secondaire en Colombie. Voix et silences. Revue latino-américaine d’éducation, 15 , 1-24. https://doi.org/10.18175/VyS16.3.2024.1
Hill, H. C. et al. (2019). The Validity and Reliability of Classroom Observations. Educational Researcher, 48, 216-226.
IFADEM (2015). Former et accompagner les enseignants par la formation à distance. IFADEM.
Kalulé, S., & Bouchamma, Y. (2013). La supervision pédagogique à 360 degrés: Un cadre d’analyse intégrateur des pratiques de supervision. Éducation et francophonie, 41 .
Kane, T. J., Kerr, K. A., & Pianta, R. C. (2018). Designing Teacher Evaluation Systems. Jossey-Bass.
Kyndt, E. et al. (2018). Teacher Evaluation and Feedback: A Systematic Review. Educational Research Review, 23, 47-64.
Lafortune, L. et al. (2016). La supervision pédagogique différenciée: Une approche pour favoriser l’autonomie et la responsabilité des enseignants. Revue de recherche appliquée sur l’apprentissage, 9, 1-12.
Lauwerier, T. (2019). La coopération internationale en éducation en Afrique subsaharienne. UNESCO-IIEP.
Leithwood, K. et al. (2017). How Leadership Influences Student Learning. The Wallace Foundation.
Manathunga, C. (2005). Le développement de la supervision de la recherche: « Allumer la lumière sur un espace privé ». Revue internationale de développement universitaire, 10, 17-30. https://doi.org/10.1080/13601440500099977
Marzano, R. J. et al. (2016). The Art and Science of Teaching: With Video Segments and Reflective Exercises. ASCD.
MENRS (2017). Politique sectorielle de l’éducation. Ministère de l’Éducation nationale et de la Recherche scientifique, Burundi.
Milne, D., & James, I. (2000). Une revue systématique de la supervision cognitivo-comportementale efficace. Journal britannique de psychologie clinique, 39, 111-127. https://doi.org/10.1348/014466500163149
Ndayisenga, J., & Sindayigaya, I. (2024a). The Implementation of the Child’s Right to Participation in the Context of a Student-Centered Education System in the Pedagogy of Integration and Decision Making. Open Journal of Social Sciences, 12, 317-327. https://doi.org/10.4236/jss.2024.121021
Ndayisenga, J., & Sindayigaya, I. (2024b). The Pedagogy of Integration, the Child in the Center of Education: Participation of the Child in the Schooling Program. Applied Mathematical Sciences, 18, 27-34. https://doi.org/10.12988/ams.2024.917431
Ndayiziga, M. (2017). La supervision pédagogique et l’amélioration de la qualité de l’enseignement au Burundi . Mémoire de maîtrise, Université du Burundi.
Neyra, A. et al. (2021). Instructional Supervision and Teachers’ Pedagogical Performance in Language Teaching. International Journal of Instruction, 14, 521-538.
Nzabonimpa, J. (2016). La supervision pédagogique au Burundi: Enjeux et contraintes. Mémoire de master, Université du Burundi.
OECD (2018). Teaching for the Future: Effective Classroom Practices. OECD Publishing. https://doi.org/10.1787/9789264293243-en
Ramos Loredo, A. et al. (2019). Pedagogical Coaching as a Tool for Teacher Development. Teaching and Teacher Education, 83, 36-45.
Schleicher, A. (2020). World Class: How to Build a 21st-Century School System. OECD Publishing.
Sergiovanni, T. J. (2017 ). Supervision: A Redefinition (9e ed.). McGraw-Hill.
Sergiovanni, T., & Starratt, R. (2007). Supervision: A Redefinition . McGraw-Hill.
Showers, B. (2017). Peer Coaching: A Guide for Teachers and Educators. Routledge.
Showers, B., & Joyce, B. (2002). Student Achievement through Staff Development . ASCD
Stronge, J. H. (2018). Qualities of Effective Teachers. Association for Supervision and Curriculum Development.
Sullivan, S. (2014). Effective Supervision: Supporting the Art and Science of Teaching . Corwin.
Sullivan, S. (2020). Supervision That Improves Teaching and Learning. Corwin Press.
Sullivan, S., & Glanz, J. (2018). Supervision That Improves Teaching and Learning: Strategies and Techniques (5th ed.). Corwin.
UNESCO (2015a). Education 2030: Incheon Declaration and Framework for Action . UNESCO.
UNESCO (2015b). Rapport sur l’éducation au Burundi . UNESCO.
UNESCO (2021a). Le système éducatif burundais: Enjeux et défis pour accélérer la production du capital humain et soutenir la croissance é conomique .
UNESCO (2021b). Reimagining Our Futures Together: A New Social Contract for Education . UNESCO.
UNICEF (2020). Teachers, Teaching and Learning during COVID-19 . UNICEF.
Voulgre, E., & Netto, S. (2016). La radio scolaire: quelles formations pour les maîtres au Burundi et en France? Sciences et Technologies de l’Information et de la Communication pour l’Éducation et la Formation, 23, 77-108. https://doi.org/10.3406/stice.2016.1693
Voulgre, E., Baron, G. L., & Netto, B. (2015b). Disparités territoriales et accompagnement pédagogique en milieu rural (Rapport de recherche SUPERE-RCF) . Projet SUPERE-RCF.
Voulgre, E., Baron, G. L., & Villemonteix, F. (2015a). Rapport final de la recherche SUPERE-RCF . Projet SUPERE-RCF.
Wei, X., Chow, M. K., Huang, L., Huang, X., & Cheng, G. (2023). Évaluation des enseignants dans les écoles primaires et secondaires: Une revue systématique des publications des revues SSCI de 2012 à 2022 . Durabilité , 15, Article 7280. https://doi.org/10.3390/su15097280
World Bank (2018). World Development Report 2018: Learning to Realize Education’s Promise. World Bank.
Yin, R. K. (2018). Case Study Research and Applications: Design and Methods (6th ed.). SAGE.
Zepeda, S. J. (2012). Instructional Supervision: Applying Tools and Concepts. Routledge.
Zepeda, S. J. (2017). Instructional Supervision: Applying Tools and Concepts (4th éd.). Routledge. https://doi.org/10.4324/9781315625874
Zepeda, S. J. (2019). The Principal as Instructional Leader. Routledge.
Zepeda, S. J. (2020). Professional Development: What Works (3rd ed.). Routledge.