Abstract:
Internal supervision is a critical collaborative process designed to enhance instructional quality, yet its subject-specific effectiveness remains underexplored in science education. With the aim of evaluating teachers’ perceptions of internal supervision among science teachers in a target division of the Northern Province, Sri Lanka, this study focused on evaluating the effectiveness of internal supervision regarding (1) PCK enhancement, (2) laboratory management, (3) psychological environment, and (4) professional development among science teachers. Using a descriptive survey research design, a census sample (N = 14) was drawn from eight schools. Data were collected via a structured Google Forms questionnaire and analyzed quantitatively. The findings address four objectives: First, the perceived effectiveness of providing instructional support and enhancing PCK was high (M = 3.57). Second, Laboratory Management and safety protocols received the lowest rating (M = 3.08), hindered by an “Expertise Gap” where 78.6% of supervisors lack a science background. Third, while a robust psychological environment exists (M = 4.14), Mann-Whitney U tests indicated that the presence of feedback sessions did not yield statistically significant differences in perceived effectiveness (p = .059). Fourth, internal supervision strongly drives Professional Development (M = 3.91), supported by a very strong positive correlation (r = .820, p < .001) between PCK support and professional growth. As a pilot study, the results are context-specific and highlight the need for subject-matter congruence in supervisory roles. Therefore, it is recommended that the school transition toward a Subject-Specific Supervision Model, ensuring that science teachers are mentored by supervisors with relevant expertise. Furthermore, targeted professional development for current internal supervisors is essential to bridge the technical gap in laboratory safety and specialized science pedagogy.
