Abstract:

Carried out by education inspectors and administrative superiors in Türkiye, school supervisions are done in line with national guidelines. How supervision processes are conducted in schools is necessary to be specified so as to ensure continuity and evaluation of improvement in education and training processes. Both teacher supervision and administrative supervision of school administrators were examined in this study. Designed as a descriptive survey, a questionnaire was created and multiple-choice questions were used to collect data for the present study. Teachers and school administrators working in secondary and high schools at Urla district of Izmir, Türkiye in the 2019/20 academic year were investigated in this study under the headings of the purpose of supervision; results of supervision; frequency of supervision; data sources used for supervision; the teachers and school administrators’ perceptions of the current supervision processes; their views on what kind of supervision was to be demanded; along with the comparisons made on the existing situation of supervision practices and demands concerning such practices. The results indicated that teacher supervision aimed to identify teachers’ weaknesses and strengths; resulted in making verbal reminding and guidance; had no routine, and was carried out in the form of a document review. Some other results regarding the supervision of school administrations pointed to either administrative sanctions or improvement through guidance, as well as to the fact that supervision practices are to be carried out every few years, taking place in the form of a document review. Some of the demands identified through this study are that the supervision of both groups should be carried out to identify both weaknesses and strengths, to result in improvement through guidance, to be continued throughout the education and training processes, to be practiced in such a way as to monitor the process and detect satisfactions of those who benefit from the service.

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