Evaluating the instructional supervision practices at primary schools in terms of constructivist learning paradigm principles

The aim of this research is to evaluate the teacher supervise practices in terms of constructivist learning approach (CLA) principles in the primary schools based on the opinions of the supervisors and the teachers.Both quantitative and qualitative research methods were used in the study. As quantitative method, ?The Supervision Scale for Teachers in Terms of CLA Principles? which was developed by the researcher and as qualitative method the focus group interview and document analysis techniques were used.The population of the study was 44 primary education supervisors who were working in Şanlıurfa and 2938 teachers who were working in 65 primary schools in Şanlıurfa city central district during the first term of 2008-2009 school year. All supervisors were included in the research in the terms of quantitative method. Teacher sampling was determined through ratio group sampling method. The scales were administered to 500 teachers from 15 schools included in the sampling. 367 scales control items that were answered correctly were evaluated in the analysis. In terms of qualitative method, the supervisors who took part in the focus group interview were determined according to maximum variety sampling method and teachers were determined according to criterion sampling method. 18 primary education supervisors and 12 primary school teachers participated in five focus group interviews that were conducted once as a pilot and four times as actual sessions.Parametric analysis techniques were used in the analysis of quantitative data. However, according to the Levene?s test results when the variances were not homogeneous, non-parametric analysis techniques were employed. Content analysis was applied to the qualitative data.The results of the study can be stated briefly as in the following;?According to supervisors? opinions, the primary education supervisors, in the supervision of teacher, usually observe five dimensions of teacher supervision in terms of CLA principles on the supervision of teachers. On the other hand according to teachers? opinions, the primary education supervisors usually observe these dimensions; the activities related to the teacher?s administrative tasks, the activities of planning the instruction and organizing the learning environment, the activities of encouraging the learning. However, they sometimes observe these dimensions; the activities of skill development and evaluation, the activities of improving the thinking.?A significant difference was found between the views of the supervisors and the teachers in the dimensions of ?the activities of skill development and evaluation, the activities of improving the thinking, the activities of encouraging the learning, the activities of planning the instruction and organizing the learning environment?. Supervisors were seen to be thinking more positive than the teachers.?No significant difference was found among the teachers? view in terms of branch variable.?A significant difference was found between the views of the teachers who graduated from education faculty and the teachers graduated from other faculties in the dimension of ?The activities of improving the thinking?. The teachers graduated from other faculties were found to be thinking more positive than the teachers graduated from education faculty as related to this dimension.?A significant difference was found between the 6 to 10 years and 16 years and more experienced teacher views in the dimension of ?The activities of skill development and evaluation?. 16 years and more experience teachers were seen to be thinking more positive than the teachers with 6 to 10 years experience.?A significant difference was found among the views of the teachers in the dimensions of ?The activities of improving the thinking, the activities of encouraging the learning, the activities of planning the instruction and organizing the learning environment? in terms of gender variable. Women teachers were seen to be thinking more positive than the men.?The results show that there are some problems in supervision processes, supervisory duties and supervision laws and regulations in teacher supervision.?The results show that the quantitative data were supported by the qualitative data and all data were consistent with each other.