Özet:

In the Turkish education system, one of the most important tasks and responsibilities of the principal is to take the necessary precautions for the training and development of the staff and increase the performance of the teachers by monitoring and guiding classroom at least once every academic year. The purpose of this study was to examine classroom supervision activities conducted by school principles in practice in terms of effective guidance. In this study, qualitative research method has been used. The study was used using embedded multiple-case pattern. The study was conducted in primary schools in the district of Alanya of Antalya province. In selecting working group, maximum variation sampling was used. As a result, the working group consisted of 5 principles and 5 teachers working in two private and three state schools. A semi-structured interview form was used to obtain the data. Descriptive and content analysis methods were used in the analysis of the data. According to the data obtained, school principles have a comprehensive approach to classroom supervision for pre-observation, observation and after observation processes. There is a need for a different way of evaluating the supervision process because they still adopt the "evaluating with standards" approach. Moreover there is a need to determine the quality of the supervised topics found in this study. School principles should also be supported by theory and implementations about supervision in order to develop their skills and information. In order to be successful in the main-based supervision model, the process should be re-organized constructing the position of the main as instruction and program leader.

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