iranian efl teacher’s perception towards supervision for the professional development and supervisory relationship: focus on the academic center for education, culture and research (acecr) in isfahan

the purpose of this study was to find about the perception of iranian efl teachers towards the effect of educational supervision on their professional development and also their attitude towards their supervisors in supervisory relationships. the total statistical population of the study was 210 efl teachers from the academic center for education, culture and research (acecr) in isfahan, from which a sample of 136 participants was selected via statistical formulae. for collecting data, the educational supervision and professional development of teachers questionnaire by hismanoglu and hismanoglu (2010) as well as the supervisory relationship questionnaire by palomo and et al (2010) were used. to analyze the data, descriptive inferential statistics were used. the results revealed that the perception of language teachers about the effect of educational supervision on their professional development exceeded the average level in terms of teachers’ experience, educational leadership and humane relations, the curriculum and teaching methods/ techniques, students, teaching materials and activities, classroom management, and assessment. likewise, as for the supervisory relationship, language teachers indicated a positive perception towards factors including safe base, structure, commitment, reflective education, role model, and formative feedback.