Abstract:

The main purpose of this research is to deal with the quality of teacher and course supervisions, which were previously carried out by education inspectors but now carried out by school principals, according to the views of teachers, school principals and education inspectors. In this study, the phenomenology model, which is in the tradition of qualitative research, was preferred. There are five teachers, five school principals and five education inspectors in the study group of the research. The data were collected in Sakarya province. The criterion in the sample for the study group was created according to the sample. Data were analyzed with content analysis and interpretive phenomenological analysis. Research findings show that teachers are more friendly to supervision by school principals. The situations such as non-sectional supervision, direct and interactive, knowing the teacher closely are the situations that are expressed positively by the teachers and are related to the supervision of the school principals. However, there are also various negativities such as nepotism, bias, and turning control into a tool of oppression. The lack of education of school principals on supervision constitutes the weakest part of supervision. Expertise and technical knowledge-skills in auditing are quite necessary according to the participants. School principals describe their own supervision as an opportunity to get to know their teachers closely and empower them. However, the effect of informal relations weakens the quality of the audit and objectivity is sometimes not achieved. Education inspectors support the holistic supervision of teachers, but they also express the lack of supervisory knowledge and skills of school principals. Providing school principals with specialized knowledge and skills on supervision can make supervision more qualified.

Keywords: