الفهرس 
الفصل الأو ليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The current research aims at identifying obstacles that hamper educational supervisors from promoting the professional development of the basic education phase teachers in Libya. The questionnaire developed for this study is responded to by the research sample comprising 1200 teachers and supervisors. In consequence, this research reached the conclusion that there are impediments hindering educational supervisors from advancing professional development of teachers and in the end of this study, a number of recommendations and suggestions are made. The Problem of this Study: The problem of this study is initiated because of the necessity of the development of educational supervisors who are highly competent and flexible and to develop cultural modernization in a way that helps teachers to solve the educational and teaching problems that face them. This is in addition to the modernization, innovation and creativity that should be developed in the educational environment with the aim of nurturing educators and their students. The deterioration and stagnation of education resulting from the mental laziness that affects some of the teachers, who apply only old methods and techniques in performing their role as part of the educational process, should be avoided at all costs. Therefore, we really need active educational supervision that could help teachers overcome problems facing them and raise the level of their performance of their duties through constant professional development. The findings of many local Arabic and international conferences and symposia on the subject of educational supervision proved the importance of educational supervision as a tool to improve the performance of teachers of their duties within educational institutes. The problem of this research could be formulated according to the following enquiries: • What is the conceptual framework of educational supervision? • What are the important modern trends in educational supervision? • What is the reality about the role of the educational supervision of the performance of teachers of the basic education phase in Libya? • What are the impediments that hinder educational supervisors from performing their role concerning the professional development of the basic education phase teachers in Libya? • What are the mechanisms needed for the activation of the role of educational supervisors concerning the development of the capabilities and skills of the basic education phase teachers?.