Investigating the Impact of Supervision on Beninese EFL Teachers? Practice for Better Achievement: The Case Study of Some Secondary Schools in Ou?m? and Plateau Regions

The right to Education is a basic human right regardless of any discrimination. To ensure the quality of education that is provided, the teachers’ supervision process is paramount, but it happens sometimes that the supervision is not effective. Then, it is also important to check how those who are in charge of teachers’ assessment or supervision are performing. This paper aims at investigating the impact of supervision on the teachers’ daily teaching and learning practice in Benin secondary schools. A mixed method that is to say quantitative and qualitative design has been adopted. The instruments used are questionnaire, interview. A questionnaire is addressed to eighty (80) EFL teachers and twenty (20) head of teachers. Interviews were carried out with four (4) EFL teachers’ advisers (TA) and two (2) inspectors who are in charge of the supervision in Ouémé and plateau regions. The results revealed that very few teachers of each region received visits due to the low ratio of supervisors per region. This leads to conclude that the supervisory staff has little positive impact on teachers’ performance. This study suggests that more teachers’ advisers and inspectors should be recruited and trained. The members of the supervisory staff must be flexible not harsh to colleagues under their supervision. EFL teachers must bear in mind that the presence of the supervisory staff in their classes is to scaffold them for better class practice not to hunt them down.