Examining mentöring roles of education inspectors for school administrators

The aim of this study is to determine the mentöring role and behavior displaying levels of the education inspectors and school administrators during their guidance, inspection, supervision and hands on training processes. Furthermore, it is aimed to examine the expectations of the school administrators about the inspector behaviors related to their occupational and personal developments. The study was carried out in a mixed method model which both quantitative and qualitative techniques used together. The sample of the quantitative study consists of 491 school principal and assistant director headmasters working at the public schools in Gaziantep province. Quantitative data of the study was obtained using "Scale of Determining Mentöring Roles". Participants of the qualitative study consist of 23 school administrators. Qualitative data was obtained interviews with the school administrators. While the parametric analysis technique is used for the quantitative data, qualitative data was analyzed with content analysis method. Following results were obtained from the study: According to the opinions of the directors of schools, it has been observed that their expectations from the Inspectors in terms of behavioral role manifest themselves in the following forms in relation to each dimension. With regards to the "mentörship role based on interest", school directors express clearly and neatly what they expect at the high level from the Education Inspectors. In respect to the "mentörship role based on knowledge", inspectors share their knowledge and experience with the school directors. Concerning the "facilitative mentörship role", inspectors provide guidance to the school directors on professional and administrative issues and relations. Regarding the "mentörship role based on constructive confrontation", inspectors warn the school directors if the knowledge on which their decisions are predicated is insufficient or wrong. When it comes to "model mentörship role", inspectors share with the school directors their personal feelings and viewpoints when discussing professional issues with them. Finally, with regards to the "mentörship role supporting the vision of the mentee", inspectors provide guidance in relation to the school directors' professional goals, by motivating and encouraging them.