TEFL Graduate Supervisees’ Views of their Supervisors’ Supervisory Styles and Satisfaction with Thesis Supervision

Document Type: Original Article

Author

Arba Minch University, Ethiopia

Abstract

Thesis supervisor supervisory styles play central roles in enhancing timely and quality completion of thesis works. To this effect, this study aimed at exploring TEFL graduate supervisees’ perception of their thesis supervisors’ supervisory style(s), the supervisees’ level of satisfaction with thesis supervision, and the association between supervisory styles and satisfaction with thesis supervision. Accordingly, all available TEFL graduate supervisees (N= 70) from three universities were selected as participants of the study. In order to answer the supervisees’ perception of their supervisors’ roles of guidance and support in the supervisory processes, and the supervisees’ level of satisfaction with thesis supervision, mean scores of questionnaire items were used. Pearson moment product correlation was also applied to examine the association between perceived supervisory styles and satisfaction with thesis supervision. To spot thesis supervisors’ prevalent supervisory style(s), scatter plot was utilized. The result indicated that supervisees perceived their thesis supervisors discharged their roles of supervision through provision of various supports which range from emotional support to helpful timely feedback. Similarly, supervisees felt that they were provided guidance for quality and timely completion of thesis works. In addition, supervisors were perceived displaying contractual and laissez-faire styles. Moreover, supervisees reported that they were satisfied with the supervision they were offered. Furthermore, significant and positive correlations were obtained between supervisees’ overall satisfaction with thesis supervision and the two supervisory styles (contractual and laissez-faire). Some recommendations were also forwarded to the concerned stakeholders.

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