Devlet ve Özel İlköğretim Okullarında Yöneticilerin Öğretimin Denetimi Görevlerini Yerine Getirme Biçimleri

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Topcu İ.

C.Ü. Sosyal Bilimler Dergisi, vol.34, no.2, pp.31-39, 2010 (International Refereed University Journal)

  • Publication Type: Article / Article
  • Volume: 34 Issue: 2
  • Publication Date: 2010
  • Title of Journal : C.Ü. Sosyal Bilimler Dergisi
  • Page Numbers: pp.31-39


Teaching and learning activities in the classroom are considered as the most important part of the educational process. These activities influence both instructional quality and student success. Supervision of instructional activities in school environment is necessary for development and school effectiveness. Recent studies have showed that instructional supervision is greatly associated with school improvement. Instructional supervision and evaluation of teachers by their principals may be more fruitful and close the gap of supervision process realized by inspectors. From this point of view, this study tries to find out the ways of principals’ supervision in primary schools in the Sivas city center. Two schools – one private and one state- were selected for the study. The subjects are the administrators and teachers of those schools Data were collected in 2008-09 Academic Year, Fall Term, through qualitative research techniques; interviews, observation and document analysis. Descriptive and content analysis techniques were used to analyze the data gathered. Administrators in effective schools understand that the key determinant of student learning is quality instruction and they are committed to developing an exceptional staff who can make a difference in students’ success. For over 30 years, studies on educational supervision process in Turkey have proven that traditional inspection applications lack effectiveness and are inadequate in terms of teaching learning activities. Thus, supervision and evaluations of classroom activities had no real impact on teaching and learning outcomes in Turkish Educational System. Findings showed that administrations in both schools preferred similar instructional supervisory activities. However, it seems that the private school had some extra forms and evaluation procedures of teaching and learning activities in the school environment. Subjects also expressed that supervisory problems of Turkish Education System still remained in most state schools because of political effects on promotions and designations. 

Keywords: supervision, instructional supervision, effective supervision, supervisory leadership.