Abstract:

The purpose of this study is to describe primary school supervisors' and pirimary school teachers' perceptions on receptivity and applicability of differentiated supervision in primary schools. Variations in perceptions were examined by gender, provinces, teachers and supervisors' subject area and years of service. The population of the study consisted of primary school supervisors and primary school teachers working in Adana, K.Maraş and Hatay province centers. The results indicated that supervisors and teachers “completely” accepted the ideas in the subdimension which had the elements to establish differentiated supervision; supervisors found it “highly” applicable, while the teachers found it applicable at “average” level. Intensive professional development was “completely” adopted by the supervisors, “highly” by the teachers; it was found “highly” applicable by the supervisors and at “average” level by the teachers. Cooperative professional development was “highly” adopted by the supervisors, “completely” by the teachers and it was found “highly” applicable both by the supervisors and the teachers. Self -directed professional development was “highly” adopted by the supervisors, “completely” by the teacher sand it was found “highly” applicable by the supervisors and at “average” level by the teachers.

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