Banteyerga, Hailom (PhD)Addisse, Tsigue2020-11-122023-12-052020-11-122023-12-051997-06http://etd.aau.edu.et/handle/123456789/23205The maj or obj ecti ve of this study was to see how working with 'self-help-explorative supervision' as applicable to teachrs in an EFL setting could provide them with opportunities for professional development and change in classroom practice. Two teaching behaviours, that is, questioning and treatment of errors were, therefore, selected as appropriate basis for promoting the experience. The data was then interpreted using the statistical method of percentile distribution, displayed in tables. Findings seem to reve-l that the majority of the participants in the study changed aspects of their teaching behaviour within the three cycles of experience on each behaviour. The change, however, was not the same for all teachers , as some apperared to change more rapidly than the others. The qualitative findings seem to show that t he interaction generated during the post-observation discussions was highly supportive. The descriptive data obtained from the observation of one's own teaching was also seen as useful-by the participating teachers. Moreover, interview comments gi ven by the teachers reveal that they have found the experience as an appropriate direction of change. The experience itself has been found to be enjoyable to all of them, too. In general, both the quantitative and qualitative findings do seem to suggest that this practice has paved the way for the participating teachers to begin to see the direction of professional development . This could possibly suggest the potential benefits of the 'self-help' view of supervision for teachers. Therefore it deserves due attention if teachers of English are to develop professionallyen-UShow working with 'self-help-explorative supervisionThesis