MONITORING TEACHERS' ACTIVITY: ASSESSING EFFECTIVENESS AND IMPLICATIONS FOR PROFESSIONAL GROWTH

This article examines the role of vice-principals in monitoring teachers’ activity, focusing on the effectiveness and implications of such monitoring for professional growth and school culture. The literature review reveals various perspectives on the benefits and drawbacks of this monitoring process, and the subsequent sections discuss the importance of regular feedback, potential biases, and the impact on teacher autonomy and student outcomes. The article concludes by emphasizing the need for a balanced approach to monitoring teachers’ activities that fosters a supportive environment and promotes professional development.