An Analysis of School Principals' Course Supervision Activities in Regard to Instructional Leadership


Thesis Type: Postgraduate

Institution Of The Thesis: Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Turkey

Approval Date: 2018

Student: KÖKSAL BURAN

Supervisor: SERKAN KOŞAR

Abstract:

According to the Regulation for Chairmanship of Guidance and Supervision of the Ministry of National Education and Education Supervisors, published in 2014, course supervisory task was abolished during the course; the teacher's audit during the course was given to the responsibility of the school principal. However, it has been observed that school principals more interested in the bureaucratic aspects of management, have carried out studies little or nothing at all, such as evaluation, program development, teacher development. From this point of view, it has been aimed to evaluate the course supervision activities of school principals in the context of instructional leadership. In order to solve this main purpose, response has been sought for sub-objectives with regard to the opinions, recommendations of school principals on course supervision, the problems encountered during the audit, the impact on students and teachers and the relevance of course supervision with instructional leadership. This study is designed in a qualitative research method, in case study design. The purpose of the case study is to reveal conclusions about a particular situation. The most prominent feature of the qualitative case study is the in-depth study of the identified subject. Maximum diversity and criterion sampling methods were used for research purpose sampling methods. In the maximum diversity sampling, by determining the similar situations related to the problem of be investigated in the universe, it is important that the study is conducted within the framework of this situation. The purpose of the maximum diversity sample is to construct a small sample and to reflect the diversity of the individuals that may be the subject of problem being studied in this sample to the maximum extent. Therefore, a working group consisting of 15 school principals performing in private educational institutions, kindergartens, primary schools, secondary school and high school in the districts of Çankaya, Yenimahalle and Mamak with regard to the problem determined was formed. The designated school principals will be selected from school with different socio-economic characteristics, and diversity was provided in the cases. In the study, the principals criterion for selection of school principals to be practiced is that the school principal must to at least two course audit per year. In the study, a semi-structured interview form was used to determine the opinions of school principals on course supervision. This approach has been preferred because of the ease of data analysis, the ease with which the interviewee expresses himself, the provision of in-depth knowledge, and acquiring information about all the dimensions of the subject. As a result of the research, it was concluded that the course audits should be realized by school principals in order them to better define the school and the teacher and to ensure effectiveness in the supervision. Regulation changes related to course audits were welcomed by school principals. The positive aspect of the course audit by the school principal is to ensure internal peace in the school and negative aspect is that the school principals cannot make an objective assessment. School principals are more likely to be in the spectator role during the audit and they do not prefer to be in the participatory role. School principals provide verbal information to teachers before the audit. They stated that they pay much attention to the communication in the classroom during the audits and give more positive feedback at the end of the audit. Participants mentioned that school principals do not have high educational leadership qualities however some school principals are role models for teachers and have a common vision. It was stated that the field knowledge and communication are the most important features that are absolutely necessary for the person conducting the course audit. It was stated that no problem is encountered in the course audits. If the school principal and the teacher know each other well. It was concluded that course audits not only contribute to the professional development of the teacher and cooperation between the groups but also academic achievement of the students. In order to observe the classroom activities of teachers two supervisions at least must be done in a year. The supervision that is done in the first term must aim counseling, second term supervision must aim performance evaluation. The headmaster must conduct the supervision. The headmaster should conduct the supervision in a positive way and constitute a role model for the teacher. He should constitute a common vision as a teaching leader and motivate all the teachers to reach the designated vision.