The evaluation of course supervisory implementations by supervisors and administors according to contemporary supervisory characteristics and principles

In this research, it was aimed to evaluate the suitability of course superv ision performed by supervisors between 1999 and 2014, and he suitability of course supervision performed by administrators after 2014 to contemporary supervision performed by administrators after 2014 to contemporary supervision features ad principles. Case study was designed by utilizing qualitative research technique and data were collected by using semi-structured interview form. The universe of the study are teachers working at the primary schools and secondary school in Ankara. Participants of this study were 42 classroom teachers and branch teachers working at the primary and secondary school during 2019-2020 academic year in Ankara. Data were collected with a semi structured interview form consisting of 18 questions. In this study, it was found that school administrators' supervisions are more in compliance with the contemporary supervision features than the school administrators' supervisions in terms of to guide the teacher to whom they observe, inform the teacher before and after the course supervisions, to make the teachers feel comfortable mostly during the supervision, to allow their colleagues to share ideas and opinions, to see the principal sufficiently capable of conducting a course supervision, to think that the school administrator makes objective assessments. On the other hand, it was suggested and recommended that using alternative methods such as audio recording and video recording during course supervision would be more appropriate to contemporary supervision features.