Professional performance development of educational supervisor and its relationship with perceived self-Efficacy

Abstract

This quantitative study aims to identify the level of professional performance development of educational supervisors in Riyadh, while determining the degree of perceived self-Efficacy. It also aimed at revealing the correlation between the averages of the degree of perceived self-Efficacy and the level of professional development of these supervisors. The study sample comprises of 192 randomly selected male educational supervisors of the 380 total educational supervisor population in the central region of Riyadh. This research uses a descriptive correlational design using a questionnaire as a tool to collect data. The study found a strong positive correlation between the sample’s perceived perceived self-Efficacy and number and their professional development. The level of professional performance development of educational supervisors comes with very high degree and a general mathematical average of 4,25 out of 5. It became clear that the degree of perceived self-Efficacy they are aware of comes with very high degree and a general mathematical average of 4,33 out of 5. The findings reveal a statistically significant difference among the participants who had an increased tenure of service and professional development courses attended.  However, there were no statistically significant differences between the study sample’s responses in the educational qualification.