Perceptions and expectations of inspectors, headmasters and teachers regarding 360° feedback model of high schools

This research is subject to perceptions and expectations of inspectors, headmasters and teachers regarding 360° feedback model of high schools.The aim of the study is to put forth the multiple data sources and indicators that will be effective in the evaluation of educational institutions with different perspectives of the parties.Sample of the research is created with 22 headmasters, 293 teachers working at 22 pilot schools in 2009/2010 academic year in Ankara center and 9 inspectors who have participated 360° feedback model studies with a total of 324 people.Data collection as a means of 'Personal Information Form', 'The school's Assessment Model Multiple Data Sources Based on the act of Perception and Expectations Scale' was used. For the data analysis, the arithmetic mean, standard deviation, t-test, One-Way Analysis of Variance, Mann Whiteney U test, Kruskal-Wallis test was used.The research findings can be summarized as follows:The levels of expectation for act evaluation model based on multiple data sources of the inspectors, teachers and headmasters are higher than levels of perception. Perceptions and expectations for act evaluation model based on multiple data sources of the inspectors, headmasters and teachers do not differ significantly.There is no significant difference between expectations and perceptions of the inspectors?, headmasters? and teachers? educational environments in 360° feedback model, management plans, teaching activities, mentoring and counseling services, decision making and coordination dimensions.There is no a significant difference between administrators' perceptions regarding educational environment variables, compared according to gender and school type. However, according to the variable retirement compared with 24 years seniority at the top and bottom, and no significant differences were found between administrators. There?s no significant difference between administrators' expectations of educational environments, compared to the specified variables. There?s no significant difference between teachers' perceptions and expectations of educational environments, gender, school type, occupational seniority and education level in comparison.There is no significant difference between managers' perceptions and expectations about the extent of management planning and practices, gender, seniority and professional variables compared according to type of school. There is no significant difference between expectations and perceptions of headmasters and teachers in comparison about the extent of educational environments, gender, type of school, professional seniority and education level in 360° feedback model, perception and expectations.There is no significant difference in comparison of perception and expectations about gender, type of school of admistrators regarding the teaching activities in 360° feedback model. There is no significant difference between managers' expectations with regard to the size of instructional activities compared to the specified variables. Teachers' perceptions and expectations of gender on the size of instructional activities, professional seniority and education level did not differ significantly according to the variables. Although there is no significant difference in expectations of teachers regarding the teaching activities compared to the variable type of school in 360° feedback model, there is a significant difference in perceptions.There is no significant difference between perception and expectations of headmasters about guidance and counseling services dimension level in 360° feedback model in comparison of gender, type of school, professional seniority and education. There is no significant difference between perception and expectations of teachers about guidance and counseling services dimension level in 360° feedback model in comparison of gender, type of school, professional seniority and education. There is a significant difference between perception and expectations of teachers in comparison of school type variable in guidance and counseling services dimension in 360° feedback model.There is no significant difference between perception and expectations of headmasters about the decision making and coordination dimension level in 360° feedback model incomparison of gender, school type, professional seniority and education level. There is no significant difference between perception and expectations of teachers about the decision making and coordination dimension level in 360° feedback model in comparison of gender, school type, professional seniority and education level. Although there is no significant difference in expectations of teachers regarding the teaching activities compared to the variable decision making and coordination in 360° feedback model, there is a significant difference in perceptions.