An Instructional supervision model to improve English teaching

This study aims to develop an instructional supervision model to improve English teaching by using the data related with the perceptions and expectations of the respondents; ministry and primary education supervisors, school administrators and English teachers who are working in the Curriculum Laboratory Schools (MLO), Ministry of Turkish National Education, on purposes of supervision, methods of collecting information to evaluate teacher performance, attitudes and approaches of supervisors, supervisory approaches and standart skills English teachers are expected to exhibit. A questionaire consisting of 82 items has been developed and used by the researcher.The inventory developed by the help of specialists and of which validity and accuracy were tested and confirmed after the primary implementation has been applied on 260 English teachers, 80 school administrators, 49 primary education supervisors and 39 ministry supervisors. The findings obtained from the study are as follows: The supervision of English lessons at the primary schools, high schools, vocational high schools and Anatolian high schools is carried out by ministry supervisors with a percentage of 29.7 even though all the English lessons should be supervised by them. However, almost half of the respondents in this study (47 %) would rather they be supervised by ministry supervisors whose branches are English. According to respondents' perceptions for supervisory goals in English teaching; making investigations about teachers, developing teachers and teaching, controlling teacher's performance and evaluating teaching are seldom emphasized whereas evaluating teacher is often emphasized. Ministry supervisors have higher perceptions than teachers and school administrators related with carrying out VIIthose goals. On the other hand, respondents' expectations for supervisory goals indicate that developing teacher and teaching and controlling teacher performance should always be emphasized and making investigations should never be emphasized. There is a significant difference between perceptions and expectations of the respondents related with supervisory goals. Respondents' perceptions also indicate that supervisors often in Form, teachers before supervisory process but seldom exhibit the attitudes like searching for creating in-service training opportunities, discussing the relationship between curriculum objectives and student performance with teachers and forming the supervisory process in accordance with teacher needs. In the meantime, respondents would rather supervisors always follow collaborative approach in the supervisory activities. There is a significant difference between perceptions and expectations of the respondents related with the supervisory approaches. Finally, respondents' perceptions show that English teachers often exhibit technical, professional, pedagogical and human relations skills. However, according to their expectations, English teachers should always take individual differences, beliefs and opinions of their students. There is a significant difference between perceptions and expectations of the respondents related with standart skills English teachers are expected to exhibit. VIII