Competencies of secondary school principals' classroomsupervision according to teachers' views

The aim of this research is to define teachers‟ views about the classroom supervisions of secondary school principals. The population of the research, consists of 780 secondary school teachers working at 17 secondary school in Aydın, Efeler in the academic year of 2016-2017. The study group consists of 283 (selected by stratified sampling method) teachers. Teacher Opinion Scale Related to Course Audits of Secondary School Principals, which was created by Fırıncıoğulları Bige and Yengin Sarpkaya (2015) and completed with factor analysis, was used for collecting data in the study. SPSS 23 (Statistical Package Program for Social Sciences) has been used to analyze the data. The data has been analyzed by using the techniques such as frequency, percentage, mean, standart deviation, the t-test, the one-way variance analysis and Many Whitley U test. In order to test important differences, Scheffe ve Tamhane‟s T2 multiple comparison test were used. Whether there was a significant difference between the views of the participants was tested at .05 level. The important results of this research are given below:  Teachers‟ view was "I agree" in three sub-dimension about the secondary school principals‟ Classroom Supervision Scale.  No significant difference has been found in three factor of the scale among the teachers‟ views on the total years of the service in the proffession.  No significant difference has been found among teachers‟ views in three factors according to the branch.  No significant difference has been found among teachers‟ views in three factors according to the schools that the teachers graduated from. vii  No significant difference has been found among teachers‟ views in classroom activities and student orientation dimension according to genders of teachers. A significant relation has been found out among teachers‟ views in classroom management and communication, planning.  A significant relation has been found among teachers‟ views in three factors according to in the success of their school.  No significant difference has been found among teachers‟ views in classroom activities and student orientation dimension according to branches of secondary school principals. A significant relation has been found out among teachers‟ views in classroom management and communication, planning.  No significant difference has been found among teachers‟ views in three factors according to the have a post-graduate education except the supervision of educational administration.  A significant relation has been found among teachers‟ views in plannig and classroom management and communication according to the time alloted in two term for the classroom supervision of the school principals. But no significant difference has been found among teachers‟ views in classroom activities and student orientation dimension.  No significant difference has been found among teachers‟ views in three factors according to how much time school principals must allocate in two term.  The teachers‟ expectations from the supervision according to repetition frequency was respectively, feedback, increase the quality of teaching, guidance, other, reward, justice, determination of deficiencies in professional development, development of instructional material methods and techniques ". KEYWORDS: Secondary school principal, classroom supervision, clinical supervision, teacher views, secondary school.