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Bu çalışma Kanada, Bulgaristan ve Türkiye öğretmen yetiştirme, eğitim yönetimi ve denetimi sistemlerini karşılaştırmak, benzer ve farklı yönlerini ortaya koymak amacıyla yapılmıştır. Araştırmada nitel araştırma yöntemi benimsenmiş olup karşılaştırmalı tarama yöntemi kullanılmıştır. Ülkelerin eğitim yönetimi sistemleri incelendiğinde Kanada’nın bölgesel, eyaletlere göre değişen bir eğitim yönetimi yapısı olduğu ve her eyaletin eğitim bakanlığı olduğu Bulgaristan ve Türkiye’nin ise merkezi yönetime sahip olduğu ve eğitimden sorumlu birer Bakanlık tarafından yönetildiği tespit edilmiştir. Ülkelerin yönetici olma sistemleri incelendiğinde Kanada’da okul yöneticisi olmak için yüksek lisans yapmış olmak veya yönetici yeterlikleri programını tamamlamış olmak gerekmektedir. Bulgaristan’da da yönetici olabilmek için Kanada da olduğu gibi öğretmenlerin yüksek lisans yapmış olmaları gerekmektedir. Türkiye’de ise yönetici olmak için bakanlık tarafından yapılan sınavları geçmiş olmak yeterlidir. Ülkelerin eğitim denetimi sistemleri incelendiğinde Kanada ve Türkiye’de öğretmenlerin okul müdürlerince, Bulgaristan’da ise bakanlık birimi bünyesindeki müfettişler tarafından denetimlerin yapıldığı sonucuna ulaşılmıştır.
This study was carried out in Canada, Bulgaria and Turkey with the aim of comparing teachers’ training, education management and supervision systems, revealing similar and different aspects. The research method has been adopted; comparative scan method has been used. When the educational management systems of the countries are examined, it has been found that Canada is a regional, state-by-state educational management structure and that each state is the Ministry of Education; and that Bulgaria and Turkey have central administration and are managed by a Ministry responsible for education. When the governance systems of the countries are studied, you need to have a master's degree or completed the program of managerial qualifications to become a school manager in Canada. In Bulgaria, as in Canada, teachers need to have a master's degree to be managers. In Turkey, it is sufficient to pass the exam by the ministry to be the manager. When the educational control systems of the countries were examined, the conclusion was that teachers in Canada and Turkey were inspected by school directors, and in Bulgaria inspectors within the ministry unit.
This study has been done to the purpose of the revealing the similarities and differences by comparing Canada’s, Bulagaria’s and Turkey’s teacher training, educational administration and supervision systems. Qualitative research method was adopted in the research; comperative scanning method was used. When the educational administration systems of countries are examined; Canada has a regional, changing educational administration structure from state-tostate and each state has its own ministery of education; on the other hand, it has been detected that in Bulgaria and Turkey there has been centralized management and each one is managed by ministery that is responsible for education. When the countries administration systems are examined, it is necessary to have a master’s degree or to have comleted the executive qualifications program in order to become an education administrator in Canada. In order to become an administrator in Bulgaria, teachers must have a master’s degree as in Canada. In Turkey, in order to become an administrator it is sufficent to pass the exams which are conducted by ministery. When the educational supervision systems of the countries are examined; it is concluded that, in Canada and Turkey the teachers have beeen supervised by the school administrators but in Bulgaria they have been supervised by the inspectors who are exist within the structure of ministery.
Field : Sosyal, Beşeri ve İdari Bilimler
Journal Type : Ulusal
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