Teacher Collaboration in the Democratic Republic of the Congo: A Look at Supervisor Skills

  •  Eloi Luheho Mbetengoy    
  •  Yamina Bouchamma    


This study identifies the competencies used by supervisors of teacher professional learning circles and examines those which should be developed to improve the facilitation practices of these leaders. Based on the competency standards for school principals in professional learning communities (Bouchamma, Basque, Giguère, & April, 2020), we conducted semi-structured interviews with supervisors of professional learning circles (cellule de base) and pedagogical units (N = 24) in the Democratic Republic of the Congo. Content analysis results show that although the professional learning circle supervisors in this study possessed 53% of the standard competencies that made up our coding list, other skills must be developed, or enhanced to lead teacher collaboration activities more effectively. The discussion highlights these competencies to better inform and engage learning circle supervisors in this professional development process.

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