Futures Research on Developments in the Preparation and Professional Development of Educational Supervisors in Iran

Shaikhleh, Mona; Shirbagi, Naser; Hassani, Mohammad

doi:10.48310/itt.2026.22158.1294

Futures Research on Developments in the Preparation and Professional Development of Educational Supervisors in Iran

Document Type : Original Research

Authors

¹ Ph.D. Candidate in Educational Administration, University of Kurdistan, Sanandaj, Iran

² Corresponding Author, Professor of Educational Administration, Department of Education, University of Kurdistan, Sanandaj, Iran

³ Professor, Department of Education, Urmia University, Urmia, Iran

10.48310/itt.2026.22158.1294

Abstract

This study aims to identify the major future trends and transformations in educational supervision and guidance in Iran, with particular emphasis on national and international frameworks and their alignment with indigenous values. The study adopted an interpretive approach using a phenomenological research strategy. The research field was the Tehran Provincial Department of Education, and the participants consisted of 14 individuals, including primary school principals, instructional leaders, and faculty members of public universities in the field of educational sciences, who were selected through purposive and criterion-based sampling. Data were collected through in-depth semi-structured interviews and analyzed using the t thematic analysis method . The findings led to the identification of four overarching themes representing major future transformations in educational supervision and guidance in Iran: (1) a shift in the focus of supervision from the individual teacher to groups of teachers, with an emphasis on collaborative learning; (2) moving away from inspection-oriented and evaluation-centered approaches toward facilitation of teachers’ growth and professional development; (3) a transition from micro-level, classroom-centered conceptualizations to a macro-level, systemic, and context-oriented perspective on educational supervision; and (4) an emphasis on the creation and sustainability of learning communities both within and beyond schools, with attention to local culture, family involvement, and community participation. The results indicate that future educational supervision in Iran, if it draws intelligently on international models while adapting them to local values and contextual conditions, can become a transformative tool for enhancing teachers’ professional development and improving the overall quality of the educational system.

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