Özet:

Teachers’ performance assessment is a topic discussed in many ways. It is important to know who and for what purpose it will be used in this discussion. In the Turkish education system, different arrangements were made in the assessment of the performance of teachers. At the end of the study, the teachers played an important role in the assessment of the school directors. Today, school managers, considered as educational leaders to work for the development and transformation of the school, need to determine how they make assessments in practice and the role of assessments in educational leadership. From here, this research aims to study the assessments made by school managers in the context of educational leadership in the Turkish education system. The research is designed as a state study of quality research patterns. The work group, created using the maximum diversity sample method, includes school managers who work at different school levels and in socio-economic environments and have different management experience.  The findings obtained in the study are possible to say that the assessments made by school managers have more positive aspects in general than the assessments made by external evaluators. School managers have stated that it will bring more positive results while acknowledging that this process has many points to be developed. In the context of teaching leadership, it can be said that the assessment process in which the school managers play an effective role will be appropriate in many ways. However, the lack of concrete criteria in the system's functioning, the increased tension between the teacher and the manager, the resolution of problems such as the lack of assessment in different fields of expertise can make the assessments more compatible with the teaching leadership.

Özet:

The performance evaluation of teachers is a matter of debate in many respects. By whom and for what purposes the evaluations are carried out is an important issue for these debates. Different arrangements were made for that issue in the Turkish Education System. Recently, the school principals take an important role in the evaluation of teachers. However, there is a need to determine how school principals, seen as instructional leaders who need to work for the development and transformation of the school, make evaluations and what roles those evaluations have for instructional leadership. In recent research, it was aimed to examine the evaluations made by the school principals in the context of instructional leadership. The case study was used for the research design. The study group was constructed using the maximum diversity sampling method and included school principals who worked at different school levels and socio-economic environments and had different work experience. It was concluded that evaluations made by the school principals are more positive in general terms than the evaluations made by external evaluators. School principals have accepted that although this process has many points to be developed, it will reveal more positive results in the future. When considered in the context of instructional leadership, it can be said that the evaluation process will be appropriate in many aspects. However, there are some problems - intangibility of the criteria, increasing tension between teacher and principal, and ineffective evaluations on different field of specializations- to be addressed and overcame in the practice of the system that may lead to more compatibility of the evaluations with instructional leadership.

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