Situational Leadership and Situational Supervision: Implications for Language Teacher Supervisors

Situational leadership model, originally designed and developed in management, has been successfully adapted and implemented in clinical supervision by Bedfordand Gehlert (2013) as situational supervision model. The model revolves around four major supervisory styles aligned with the supervisees’ four major readinesslevels. The supervisor is supposed to change his or her supervisory style based on his or her perception of the supervisees’ readiness level. Misjudging ormisdiagnosing the supervisees’ readiness level can lead to anxiety, frustration, and even anger. The present paper attempted to discuss the implications of Bedford andGehlert’s situational supervision model for language teacher supervisors who alsoneed to move back and forth from one supervisory style to another to be able to bring about positive learning and change.

کلیدواژه ها:

Language Teacher Supervision ، Situational Leadership ، Situational Supervision Model