The impact of school-based management on supervision instructors’ professional considerations

Adam E. Nir*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

10 Scopus citations


The following study examines how, and to what extent, the introduction of school-based management (SBM) in schools and the authority thereby delegated to principals to hire and dismiss supervision instructors have changed instructors’ role expectations and job conflict and affected their professional considerations. Based on data gathered from in-depth interviews, it was evident that before SBM, supervision instructors typically faced multiple and contradicting expectations and, therefore, used various strategies to avoid role conflicts. However, after SBM was introduced, the discrepancy among these expectations has increased, and so did the uncertainty and insecurity that instructors perceived on the job. These circumstances have encouraged instructors to prefer personal concerns over professional obligations and to direct their efforts so that their future employment will be ensured. The study concludes that school principals need to increase their professional knowledge regarding supervision instruction and devote their efforts towards establishing an organizational learning culture in their schools.

Original languageAmerican English
Pages (from-to)49-58
Number of pages10
JournalInternational Journal of Educational Management
Issue number2
StatePublished - 1 Apr 2003


  • Continuing professional development
  • Israel
  • Performance appraisal
  • Schools
  • Supervision
  • Teachers


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