Date of Conferral

2020

Degree

Ph.D.

School

Education

Advisor

Lucy K. Abernathy

Abstract

Collaborative supervision and social media in education have been the focus of many studies, yet research on incorporating Twitter into clinical supervision is limited. Secondary school level supervisors need to learn and understand educational opportunities when using collaborative supervision incorporating online support. This study explored the perceptions of secondary school level supervisors on using Twitter to collaborate with teachers in the clinical supervision process. Siemen’s theory of connectivism and Cogan’s clinical supervision model framed the study. The research questions explored the perceptions of secondary school level supervisors regarding the use of Twitter for collaborating with teachers during the clinical supervision process, their perceived influences of clinical supervision incorporating Twitter and professional development of teachers at secondary schools, how they perceived the connection between clinical supervision incorporating Twitter and student achievement in the classroom, and how their perceptions of using Twitter in clinical supervision influenced their likelihood of using it professionally. A basic qualitative design was employed with in-depth interviews of 10 level supervisors chosen purposefully from public secondary schools in Guyana. Data were analyzed using inductive coding to identify patterns and themes. Findings indicated that despite challenges, opportunities for teachers to be engaging and relevant were present with the blended approach to instructional supervision. The results of this study can be used to help education officials understand the value of collaborative supervision incorporating social media. Educational leaders can use this knowledge to inform policy and practice.

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