Analysis of Pedagogical Supervision Practices in the Teaching-Learning Process in the Third Cycle of Basic Schools of the Sud Department

The thesis analyzes whether pedagogical supervision practices in the third cycle of basic schools in the Sud department improve teaching, learning and student success. It reviews the history of supervision in Haiti, differing views among inspectors, teachers and school heads, and three supervision models, and uses a qualitative, phenomenological method.

Twenty-five inspectors, pedagogical advisers, school heads and teachers were interviewed in semi-structured sessions, and the data were analyzed with NVivo. The results indicate that supervision practices in the department's schools are inadequate and nearly absent at the third cycle, hampered by a lack of resources, supervisors' workload, no follow-up or continuing training of staff, and the distance of some schools. Most participants see no clear effect on teaching, learning or student success, and ask for measures to regulate the activity.