Abstract:

The purpose of this study is to define the similarities and differences of the educational supervision systems of the developing countries and developed countries by comparing them and in Turkey, as a developing country, to define the situation of the educational supervision and also to make some recommendations about how it should be. In this study, the educational supervision systems of France, England, Germany, Finland, South Africa, Poland, Iran, India and Turkey have been analyzed and compared. As a result, it is seen that Turkey, France, South Africa and Iran have more centralized supervision systems than the other countries. In Germany and Finland the autonomous structures of the schools are easily seen. England prefers a professional support from outside, thus it is provided that schools can act more freely. Another striking point in developed countries is the faith in teachers and their skills. According to the developing levels of the countries, it is seen that in developing countries mostly it is focused on defining the inadequacy and finding errors. Recently there have been many changes in the educational supervision system in Turkey. The most striking point is that there is an effort to foreground the intra-school supervision system. In order to increase the quality of the education in Turkey, the intra-school supervision system must be strengthened and also teachers must be included in this process and the approach of guidance must be improved.