Nouzar Gheisari - Department of English Language, Razi University, Kermanshah, Iran
Nouroddin Yousofi - Department of English Language, Razi University, Kermanshah, Iran
Fatemeh Chaghazardi - Department of English Language, Razi University, Kermanshah, Iran

Familiarity with supervision models has its own constructive effect on both teacher classroom practice and positive classroom outcomes. In this line, this study investigated the pre-service and in-service EFL teachers’ attitudes towards prescriptive and collaborative supervision models. For this purpose, ۲۰۰ participants, ۱۰۰ pre-service and ۱۰۰ in-service EFL teachers of schools and institutions in different levels and from both genders were recruited. The participants were selected through simple random sampling and the required data was collected through a ۵-point Likert scale questionnaire. To analyze the data, descriptive statistics and chi-square  analysis were used. The results demonstrated that both pre-service and in-service EFL teachers had the same attitude towards prescriptive and collaborative models of supervision. Furthermore, most of the teachers of both groups were in agreement with the collaborative model. The results also revealed that gender did not have any significant effect on the preference for already-mentioned models of supervision albeit most of them were in agreement with the collaborative model. The findings of this study can be fruitful for supervisors and teacher mentors in order to inform them with new and more efficient supervision models to improve the teachers’ performance and educational programs as well.

Teacher supervision, Prescriptive model, Collaborative model, Pre-service teachers, In-service teachers, Teacher supervision, Prescriptive model, Collaborative model, Pre-service teachers, In-service teachers