The quality of teaching/learning depends on good pedagogical supervision and the positive attitude of the teachers who engage in it. The study, which is cross-sectional and has a mixed approach, aims to analyze the opinions of physical education teachers and supervisors on scheduled or unscheduled pedagogical supervision. A total of 66 teachers and 5 supervisors participated in the study, working in six public high schools in the commune of Brazzaville. A questionnaire with ten items was used to collect the teachers’ opinions. Interviews were conducted with the five pedagogical supervisors; for this, a semi-structured interview guide was used to conduct in-depth individual interviews. The results obtained highlighted the good appreciation of pedagogical supervision by physical education teachers. They recognized that it represents an opportunity for collaborative learning and adjustment of practices. However, their attitudes and behaviors towards unscheduled pedagogical supervision were negative, reflected by frustrations, resistance, and discontent. It is therefore appropriate to review the planning of pedagogical supervision sessions and recontextualize the approaches adopted in order to improve teachers’ capacities and skills to teach.
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