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Avalos, B. (2015). Professional Development for Teachers in Developing Countries: Learning from Recent Research. UNESCO International Institute for Educational Planning.

has been cited by the following article:

• TITLE: Instructional Supervision in Burundi’s Secondary Education: Practices, Perceptions, and Supervisors’ Self-Efficacy

  AUTHORS: Delphine Nirere, Yamina Bouchamma

  KEYWORDS: Instructional Supervision, Secondary Education, Supervisory Practices, Supervisors’ Perceptions, Self-Efficacy, Professional Development

  JOURNAL NAME: Creative Education, Vol.17 No.3, March 31, 2026

  ABSTRACT: This study, carried out with supervisors (directors/education prefects) (N = 37), from 20 schools spread over five regions of Burundi, focused on the practices and perceptions of supervisors, including their sense of self-efficacy. Factor analyses made it possible to identify the supervision models, the different phases of this process as well as the guidelines for professional development (PD). Furthermore, the analysis of variance (ANOVA) showed that public schools and those under contract have more advanced supervision approaches than private schools, and the t-test showed that directors and education prefects share similar perceptions regarding supervision practices and professional development (PD). Finally, the correlations indicate that supervisors feel more competent when they benefit from or implement structured, interactive and practice-oriented supervision.