Principal and techer views on lesson supervision and evaluation

This research aims to understand school principals' and teachers' perspectives on supervision and evaluation systems and to assess the impact of these systems on the quality of education. The study was conducted using the structured interview method, and the opinions of participating teachers were analyzed. The study was carried out through a case study approach, one of the qualitative research methods. This research was conducted using semi-structured interviews, one of the qualitative research methods, to gain an in-depth understanding of teachers' perceptions of the supervision and evaluation system. Data were collected through semi-structured interviews with 22 classroom teachers and 3 principals working in the Efeler district of Aydin province during the 2019-2020 academic year. Participants were selected based on maximum variation sampling, and the interviews were transcribed after being recorded. The findings revealed that principal inspections were perceived more positively among teachers and were considered to be more effective. However, it was also observed that a significant number of teachers viewed inspector supervision positively. This demonstrates the existence of different approaches to lesson supervision and evaluation systems, as well as the varying perspectives of teachers based on their experiences, perceptions, and expectations. The research findings suggest that while principal inspections are generally perceived more positively by teachers, the generalizability of these results should be questioned and supported by research conducted in different contexts. This research was conducted using qualitative research methods, specifically semi-structured interviews and in-depth discussions, to gain a deeper understanding of teachers' perceptions of the supervision and evaluation system. Data were collected through semi-structured interviews with 22 classroom teachers and 3 school principals working in the Efeler district of Aydın province during the 2019-2020 academic year. Participants were selected using the maximum variation sampling method, and the interviews were recorded and transcribed. The findings revealed that school principal inspections were perceived more positively among teachers and was considered a more effective form of supervision. However, it was also observed that a significant number of teachers held positive views toward inspector supervision. This indicates the presence of diverse approaches to supervision and evaluation systems, reflecting varied perspectives based on teachers' experiences, perceptions, and expectations. The research findings suggest that while the findings concluded that school principal supervision was perceived more favorably among teachers, the generalizability of these results should be questioned and supported by additional research conducted in different contexts. In conclusion, this research is expected to contribute to the literature on supervision and evaluation systems and provide a significant perspective on the role of these systems in education. As a recommendation, it is suggested that expectations and feedback from teachers should be gathered, and inspection criteria should be clearly defined. Furthermore, school principals and inspectors are encouraged to focus not only on identifying mistakes but also on supporting teachers. Additionally, inspections should aim to improve the overall performance of schools, and the Ministry of National Education's inspection policies should be regularly reviewed and updated to align with current needs.