Abstract:

The purpose of this research is to examine how secondary school principals conduct their instructional supervisory process with their views and descriptions of teaching goals. The working group of the study is composed of 10 secondary school principals who are selected with easily accessible sampling method among the 34 secondary school principals working in the province of Bornova, İzmir in the academic year of 2016-2017. The following questions were searched in order to find out the information about the instructional supervision of the secondary school principals., “What is the instructional supervision according to the secondary school principals?”, “How do secondary school principals carry out the phases of preparation, implementation and feedback of the instructional supervision process?”, “What are the difficulties that secondary school principals face during the instructional supervision process?”, “What are the proposals of secondary school principals in order to develop the instructional supervision?”. At the data collection process the semi-structured interview form is utilized. The interview form consists of open-ended interview questions approved by field experts. The collected data were analyzed by content analysis method. At the end of the research, it is seen that the secondary school principals regard instructional supervision as a process. The principals assess this process as a regulatory, planned-programmed, collaborative and professional development process. During the preparation phase of the instructional supervision process, principals gather information, inform teachers about the process and they start the process by planning in this direction. They make individual observations within the classroom during the application phase. It has been seen that the views of school principals regarding the feedback, the last stage of the instructional supervision process, are predominantly guidance and counseling. School principals have stated that they have difficulty in devoting time to the activities of instructional supervision because of their heavy workload. They pointed out that adequate training on instructional supervision was taken by neither themselves nor the supervisors and they made suggestions for the regulation of in-service training activities in this direction. They indicated that instructional supervision should be implemented on a more objective basis, with a variety of instructional supervision processes.

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