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UNESCO (2017). Education for Sustainable Development Goals: Learning Objectives. Paris: Division for Inclusion, Peace and Sustainable Development, Education Sector.

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• TITLE: Teacher Supervision in the Context of Linguistic Diversity in OECD Countries

  AUTHORS: Yesifa Azovide, Yamina Bouchamma

  KEYWORDS: Supervision in a Context of Linguistic Diversity, Students’ Linguistic Diversity, Principals’ Administrative Supervision, Principals’ Career Development Supervision, Teacher Professional Development, OECD’s Teaching and Learning International Survey (TALIS, 2013)

  JOURNAL NAME: Creative Education, Vol.12 No.5, May 28, 2021

  ABSTRACT: This study addresses teacher supervision in a context of linguistic diversity using data from the OECD’s Teachingand Learning International Survey (TALIS, 2013) in which school leaders (N = 7438) from 36 OCDE-member countries participated. Factor analyses on the principals’ supervision practices enabled us to identify three forms of supervision: administrative, pedagogical, and professional (career development). Kendall tau-b correlations revealed that the principals’ administrative and career development supervision correlated with the linguistic diversity of the students. Also discussed is the impact of this linguistic diversity on the administrative supervision provided and the teacher professional development.