Evaluation of the perception of administrators and teachers concerning educational supervision and organizational climate at primary schools

In this paper, supervision and organizational climate, which are both a part of achievement of primary schools and have an effect to reach a goal for the primary schools, are researched by mutual effect. Aim of the research is that to what extend supervision has an effect organizational climate of primary schools and identifying teachers? and managers? approaches for supervision and organizational climate. Population of the research was chosen from the city of Batman which has 83 state primary schools. Considering social, cultural and economical factors of Batman 25 schools were chosen in a homogenous way. Research includes 722 voluntary teachers and managers out of 2624 person who wok these schools, for the sample. Supervision Scale, which contains 20 questions, was utilised in order to determine teachers? perceptions about their schools? supervisions based on five problems. Another scale, Organizational Climate, was used to identify their perceptions about the schools? climate. Arithmetic Mean was used for those voluntary teachers? perceptions about supervision and climate; Correlation was utilised for understanding relation between sub-dimensions of climate scale and supervision and Mann Whitney-U Test was made to observe the outcomes of supervision and climate scale. Perceptions of the managers were higher than those of the teachers regarding supervision? and climate? perceptions. Besides, positive relations were investigated between both sub-dimensions of organizational climate and supervision scales. There was reasonable and optimistic differentiation on behalf of the managers considering their duty with the score of the scales for both teachers and managers. The teachers were indecisive for supervision although they had positive attitudes about climate. However, managers had positive point of views for both supervision and climate. It was observed that positive perceptions of both the teachers and the managers for supervision affected positively to the climate in the schools. It is believed that teachers? and managers? approaches should be constructive and supportive perceptions in order to constitute an ideal and optimum climate in schools. Therefore it might be consulted to teachers and managers in respect of supervision activities and inspectors? behaviours. Key words: Education, organization, supervision, organizational climate