Abstract
Developing teachers' professional identity is an ongoing process requiring multiple factors. However, the literature lacks a relationship between measures for clinical supervision practices and predictive indicators of teachers' professional identity development. Therefore, the study explored the opinions of school heads and teachers on measures for better school heads' clinical supervision practices and predictive indicators of teachers' professional identity development in Tanzania public secondary schools. A qualitative approach and multiple case research design governed the study in Njombe Region. Twelve informants participated in the semi-structured interviews and sixteen in focus group discussions. The analysis approach was content-structured analysis for the quantification of informants' responses. The study found major adjustments focused on pre-observation, classroom observation, and supervisory feedback. Clinical supervision adjustments in the mentioned dimensions are factors for developing predictive indicators of teachers' professional identity, such as loving the teaching profession, working for greater peace and freedom, feeling the teaching work is respected, and improving self-efficacy relative to teaching-learning efficiency. Minor adjustments were found in academic professional development for teachers and post-observation clinical supervision. Consequently, the development of predictive indicators of teachers' professional identity. Such as preserving professional skills and image and being prepared to have commitments to educating students. The study concludes that clinical supervision adjustments are indicators of teachers' professional identity development. The government is recommended to encourage clinical supervisory innovations to promote and enhance teacher professional identity development. Study findings provide a better understanding of a growing body of knowledge about improving clinical supervision practices to develop teachers' professional identity.