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With the aim of renewing the pedagogical supervision system, a New Pedagogical Supervision Approach inspired by Results-Based Management was instituted in basic education in Burkina Faso in 1999. After several years of implementation, difficulties in using the tools of this approach persist. In fact, we wonder whether teachers benefit from appropriate support/advice in drawing up Individual Improvement Plans (IAPs). The aim of this study is to assess the effectiveness and quality of the pedagogical support provided to teachers by educational supervisors (EP) and school principals (DE) in this innovation. To this end, the survey was carried out in four of the country's Circonscriptions d'Éducation de Base. The results revealed a certain weakness in the know-how, willingness to act and power to act of the players involved in supporting teachers. In short, if difficulties persist, it's because teachers don't benefit from appropriate support from PEs and DEs. Appropriate measures must therefore be taken to reverse this trend.
About the author
SEGDA François, Inspecteur de l'Enseignement Primaire et de l'Éducation Non Formelle was born on December 03, 1978 in Manga, Burkina Faso. A primary school teacher since 2001, he rose through the ranks and in 2022 defended his inspectorate thesis at the Ecole Normale Supérieure de Koudougou. He is currently working in the Noberé Basic Education District.
