ORTAOKUL MÜDÜRLERİNİN ÖĞRETİMSEL DENETİME İLİŞKİN GÖRÜŞLERİNİN İNCELENMESİ

Bu araştırmanın amacı, ortaokul müdürlerinin öğretimsel denetime ilişkin görüşlerinin incelenmesi ile denetim sürecini nasıl yürüttüklerini belirlemek ve karşılaştıkları zorluklar ve çözüm önerilerini ortaya koymaktır. Bu amaç doğrultusunda, araştırmada, "Ortaokul müdürlerine göre öğretimsel denetim nedir?", "Ortaokul müdürleri öğretim sürecinin hazırlık, uygulama ve geri bildirim aşamalarını nasıl yürütmektedir?", "Ortaokul müdürlerinin öğretimsel denetim sürecinde karşılaştıkları zorluklar nelerdir?", "Ortaokul müdürlerinin öğretimsel denetimin geliştirilmesi ile ilgili önerileri nelerdir?" sorularına cevap aranmıştır. Araştırmanın çalışma grubunu, 2016-2017 eğitim-öğretim yılı içerisinde İzmir ili Bornova ilçesinde görev yapmakta olan 34 ortaokul müdürü içinden kolay ulaşılabilir örnekleme yöntemi ile seçilen 10 okul müdürü oluşturmaktadır. Araştırmada nitel araştırma modellerinden durum çalışması yöntemi kullanılmış olup, veri toplama sürecinde yarı yapılandırılmış görüşme formundan yararlanılmıştır. Toplanan veriler içerik analizi yöntemi ile yorumlanarak katıulımcılardan alınan birebir alıntılarla desteklenmiştir. Araştırma bulgularına göre, ortaokul müdürlerinin öğretimsel denetimi bir süreç olarak değerlendirdikleri görülmektedir. Okul müdürleri, öğretimsel denetimi düzenleyici, planlıprogramlı, işbirlikli ve mesleki gelişimi sağlayan bir süreç olarak tanımlamaktadırlar. Okul müdürlerinin, öğretimsel denetim sürecinin hazırlık aşamasında süreç hakkında öğretmenlere bilgi verdikleri ve bu doğrultuda planlama yaparak sürece başladıkları; uygulama aşamasını ise önceden yapılmış planlama dâhilinde sınıf içinde birebir gözlem yapmak biçiminde gerçekleştirdikleri görülmüştür. Öğretimsel denetim sürecinin son aşaması olan geri bildirim sürecinde ise okul müdürlerinin rehberlik, danışmanlık odaklı olduğu görülmüştür. Araştırma bulgularında, okul müdürleri, bürokratik iş yoğunluğu nedeniyle öğretimsel denetim ekinliklerine zaman ayırmada zorluk yaşadıkları görülmektedir. Ayrıca, müdür ve öğretmenlere öğretimsel denetim ile ilgili hizmet içi eğitim etkinliklerinin düzenlenmesi ve öğretimsel denetim yöntemlerinde çeşitlilik sağlanarak uygulanması gerektiği görülmektedir.

A RESEARCH ON THE VIEWS OF PRINCIPALS RELATED TO INSTRUCTIONAL SUPERVISION

1. Introduction Supervision is one of the most important subsystems within the education system. The purpose of the supervision is to determine whether an effective study has been carried out in the direction of realizing the objectives of the education system and to ensure that necessary arrangements are made (Köklü, 1996). The overall aim of instructional supervision is to ensure the development of teacher. Supervisors are often looking for ways to help teachers improve their learning environment (Zepeda, 2016). As the main production process in the education system is managed at schools then it is the key, strategic and indispensable element of the system. All of the school's top systems, other educational organizations and mechanisms assume the role of guiding and supporting the school. The principal, main actor in school management, is the person in the school who organizes, orders, directs, coordinates and supervises the work so that the objectives can be fulfilled (Gürsel, 2003; Gökyer, 2010). School principals are the most important factors that provide instructional supervision. The supervisory duties of school principals are laid down in laws and regulations. Schools are managed by principals along with other employees in a democratic educational environment. The principal is responsible for managing, evaluating and improving the school in accordance with its objectives (MEB, 2012). Course supervision is one of the vital parts of instructional supervision of supervisory units which will constitute the whole of educational supervision. It is observed that carrying out planned studies on the course supervision from the beginning of the year has a positive effect in terms of student, teacher and institutional development. Teacher supervision is carried out under the headings of planning, evaluations, training studies, course planning, guidance, special field knowledge, supervision of the instruction and individual characteristics (MEB, 1993; MEB, 2011). Nowadays, The Ministry of National Education is developing a new supervisory process regarding the universal criteria with the aim of carrying out instructional supervision. The ministry is working on a performance evaluation system to make the teachers 'personal and professional development continuous and to determine the need for teachers' development and to implemant a continuous educational supervision system. In this direction, at the end of the 2015-2016 school year, the school principals assessed the teachers in three areas as vocational knowledge, vocational skills, attitude and values by scoring according to certain criteria. It is planned to take in-service trainings on that matters that require the development of teachers in the direction of the obtained data. The system is not only supported in the areas teachers need, but also rewards and incentives in areas where they are strong. 2. Method The purpose of this research is to examine how secondary school principals conduct their instructional supervisory process with their views and descriptions on the implementation process of instructional supervision. The research was carried out using qualitative research model. Qualitative research can be defined as qualitative data collection methods such as observation, interview and document analysis, and a qualitative process for revealing perceptions and events in a natural and realistic manner (Yıldırım and Şimşek, 2008). In this framework, the case study was used as one of the qualitative research methods in the research. Participants in this study were identified using easily accessible sampling from purposeful sampling methods. In this method, the researcher selects a situation that is close and easy to access (Yıldırım and Şimşek, 2008). In this direction, the participants of the research constitute 10 school principals selected from 34 school administrators working as secondary school administrators in the province of Bornova, İzmir in the academic year of 2016-2017. 3. Data Collection And Analysis At the data collection process the semi-structured interview form is utilized. The interview form consists of open-ended interview questions approved by field experts. Attention has been paid to the open-ended questions that participants should be able to easily respond to, while avoiding inquiries from multidimensional questions, directing them to be easy to understand, subject- and reason-focused while preparing interview questions. The interview form prepared by the researchers was presented to the expert approval and made necessary corrections to make the data collection process ready. Data analysis was performed by content analysis method. For the analysis of the data, the data were read three times. After the reading process is completed, codes are set for each participant response. After the code and concept determination phase, the theme is reached. After the themes have been formed in the data analysis process, adequate appearing citations have been chosen to explain the findings. While the findings were interpreted, they were supported by field texts, interpreted with meaningful and consistent explanations, and supported by quotations. 3. Findings As a result of content analysis, the five main themes of "process", "preparation", "observation", "guidance" ,"workload" and "inservice training" have been reached in instructional supervision. The secondary school principals regard instructional supervision as a process. The principals assess this process as a regulatory, planned-programmed, collaborative and professional development. During the preparation phase of the instructional supervision process, principals gather information and inform teachers about the process and they start the process by planning in this direction. They make individual observations within the classroom during the application phase. It has been seen that the views of school principals regarding the feedback, the last stage of the instructional supervision process, are predominantly guidance and counseling. School principals have stated that they have difficulty in devoting time to the activities of instructional supervision because of their heavy bureaucratic workload. 4. Result And Suggestion As a process, instructional supervisory regulator is defined as planned-programmed, interactive, collaborative, problem solver and professional development provider. The steps followed in the implementation of instructional supervision are divided into preparation, implementation and feedback. At the preparation stage, it seems that school principals have taken a way to collect information, prepare teachers' information about the process and plan accordingly. In the application phase, they benefit from classroom observation; and more counseling activities in the feedback phase of the instructional supervision. The greatest challenge facing school principals during instructional supervision appears to be heavy workload. It is stated that the day-to-day meetings and bureaucratic tasks are interfering to accomplish the instructional supervision. The principals recommend training for instructional testing. It is stated that not only the managers who are in the position of supervisors but also teachers should be informed about this process. As a result of this study, the necessity of training both principals and teachers about instructional supervision is a priority. In this respect, it will be useful for educators to be trained in a specific plan context. In order to ensure the data diversity in the instructional supervision process, it is recommended that more than one person assume the role of supervisor and that the supervision is carried out on a scientific basis by updating the legislation. In connection with this study, it would be useful to study the teachers' opinions and experinces related to instructional supervision.

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Turkish Studies (Elektronik)-Cover
  • ISSN: 1308-2140
  • Yayın Aralığı: Yılda 4 Sayı
  • Başlangıç: 2006
  • Yayıncı: Mehmet Dursun Erdem
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