Pedagogical supervision: a tool to support well‐being and professional development

Authors

  • Alice Femminini Dipartimento di Psicologia dei Processi di Sviluppo e Socializzazione; Sapienza Università di Roma; Italia; alice.femminini@uniroma1.it

DOI:

https://doi.org/10.7346/sird-022024-p231

Keywords:

Supervision, Educational Professionals, Work Well‐Being

Abstract

This paper explores the role of supervision within educational settings as a meta‐cognitive tool for professional support and development. Through a qualitative approach, it aims to explore the relationship between supervision and professionals competencies on the one hand, and between supervision and emotional well‐being on the other. Sixty‐one interviews were conducted with professional educators working in different socio‐educational settings. Following reflective thematic analysis (Braun & Clark, 2006), themes and codes were identified and subsequently organized into a categorical model. Results of co‐occurrence analysis between codes in the text corpus are presented, showing the existence of a relationship between supervision and professional skills (such as team confrontation and emotion management) and between supervision and some measures associated with the psychological well‐being/discomfort of educational professionals (such as pleasant/unpleasant emotions).

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Published

2024-12-20

How to Cite

Femminini, A. (2024). Pedagogical supervision: a tool to support well‐being and professional development. ITALIAN JOURNAL OF EDUCATIONAL RESEARCH, (33), 231–243. https://doi.org/10.7346/sird-022024-p231

Issue

No. 33

Section

Researches

Categories

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Copyright (c) 2025 Alice Femminini

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