Supervisor, administrator and teacher views on teacher supervision: A case study

It is aimed to explore the opinions of education supervisors, school principals and teachers regarding the problems of the teacher supervision system and to develop solution suggestions with this study. While determining the research model, qualitative research model and case study design were preferred in accordance with the subject. Within the scope of the research, interviews were conducted with 10 education supervisors, 12 school administrators and 10 teachers working in Konya in the 2022-2023 academic year. A semi-structured interview form was used in the interviews. The themes of the data obtained in line with the opinions of education supervisors, school administrators and teachers were determined. At the end of the research, although the opinions of education supervisors, school principals and teachers regarding teacher supervision differed, when evaluated in general, it was seen that the participants focused on the legislation, the teacher supervision process, the inadequacy of school principals' supervision training and the side effects of supervision. It was determined that the participants generally thought that there was no clear legislation regarding teacher supervision and that it did not foresee any sanctions. Regarding the teacher supervision process; it was concluded that the purpose of teacher supervision was reduced to document control, there was no order regarding the frequency of supervision, school principals did not or could not devote enough time to supervision, and teachers were not given feedback as a result of the supervision. In addition, it was concluded that the supervision training of school principals was insufficient and therefore teacher supervision could not be carried out in accordance with its purpose. Another result of the research is; the side effects of supervision are that teachers resist supervision and that supervisions cause tension in teachers. When the opinions of education supervisors, school principals and teachers regarding the solution of the problems experienced under teacher supervision are evaluated; there should be changes in the teacher supervision legislation, supervisions are purely for guidance and development purposes and there should be a sanction as a result, school principals should receive training on teacher supervision, qualified supervisory personnel should be brought into the system, and both school principals and education supervisors should take an active role in the supervision process and it was concluded that an appropriate supervision plan should be developed.