The view of teachers' about primary school principals' classroom supervision

The aim of this research is to define teachers' views about the classroom supervisions of primary school principals. The population of the research, consists of 396 primary school teachers working at 18 primary school in İstanbul, Şişli in the academic year of 2012-2013. Since the population was reachable, any sampling method was not preffered. The research sample consisted of 266 teachers. The scales were developed by the researcher based on the "Teacher Auditing Form" of Guidance and Supervision Presidencyof Ministry of Education of Turkey. It has been done reliability analyzes that are named as Cronbach-alpha and Sperman-Brown two item scale. It has been used SPSS 20.0 for 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. Whether there was a significant difference between the views of the participants was tested at .05 level. The results of this research are given below: • Teachers' view was "positive" in three sub-dimension of The Teachers' Views About The Primary 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 gender. • No significant difference has been found among teachers' views in three factors according to the schools that the teachers graduated from. • No significant difference has been found among teachers' views in planning according to branches of primary school principals. A significant relation has been found out among teachers' views in classroom management and communication, classroom activities and student orientation dimension. • A significant relation has been found among teachers' views in three factors according to the time alloted for the classroom supervision of the school principals. • The teachers' expectations from the classroom supervision was respectively, guidance, feedback, completion of missing material, the determination of proffesional missing, reward-appreciation, and increase the quality of education.