شبكة المعلومات العربية التربوية

The study aims to demonstrate the impact of the educational field leader in activating the developmental supervision in the private schools. In this context, the study has identified the concept of the field leaders as well as the extent of developmental educational supervision methods prevalence in the private schools in its different stages and the concept of developmental supervision that actively effect on the teachers’ acceptance and response to the developmental supervision. Moreover, the study tries to demonstrate the impact of some variables on leader practice to developmental supervision such as work, years of experience and the academic qualification. The researcher has designed a questionnaire to identify the role of the school leader in activating the developmental supervision in the different school stages from the teachers and the school leaders’ point of view. The study sample included (25) private schools in Riyadh City, Kingdom of Saudi Arabia. Afterwards, the forms have been distributed on (50) educational field leaders and (150) teachers in different school stages (elementary, Intermediate, and Secondary). The study has presented and concluded a number of results, most important: 1) There are statistically significant differences in the supervisory method used by the field leaders in the private schools in Riyadh City as well as its impact on activating the developmental supervision. In addition to the abovementioned, the researcher has presented a range of recommendations that can be taken into consideration to improve the supervisory practices, most prominent; 2) Benefiting from the advantages of the supervisory method that can positively effect on the activation of teachers’ developmental supervision, especially in terms of participation in the decision-making process related to the teachers and their educational methods. (Published abstract)