Evaluation of teacher supervisions according to the opinions of teachers, school principals, and inspectors

Purpose: The aim of this research is to reveal the thoughts of teachers, school principals, and inspectors working in public schools about the school principals' authority to supervise lessons. Method: The phenomenology design, which is one of the qualitative research designs, was used in the study. The universe of the research consists of teachers, school principals, and inspectors working in Sakarya. The purposive sampling technique, which is one of the frequently preferred sampling techniques in qualitative research, was used in the research. In this sampling technique, individuals who are thought to represent the universe best by the researcher are preferred. The participants of the study were five teachers who were supervised by the school principal, five school principals who were themselves supervised by the inspector and carried out course supervision, and five inspectors. An unstructured interview form was used in the data collection process. An unstructured interview form was preferred in order for the participants to express themselves comfortably and to obtain versatile data. Opinions of the participants were taken in writing or by voice recording method in line with their own preferences. Afterward, the transcription of the audio recording was carried out and the consent of the participants was obtained. The statements of the participants were analyzed using the content analysis method. Results: According to the results of the research, teachers; Keep in constant contact with the manager, and follow their work closely. They prefer the closely supervision of school principals for reasons such as being able to benefit from continuous guidance. School principals; They find the course supervision activities of the school principals positive for reasons such as the fact that course supervision tasks provide them with power and authority, the guidance aspect of external supervision is not sufficient and causes stress. Inspectors, on the other hand, evaluate school principals negatively due to lack of educational competence in the field of supervision. They evaluate the course supervision activities of school principals negatively, as they think that the bias arising from personal relationships will negatively affect the supervision. Conclusion and Suggestions: In order to increase the quality of education, inspection activities and activities should be increased. Audit activities should be made into a guiding structure rather than controlling-judgmental activities. According to the data obtained, school principals and teachers need training for supervision. Postgraduate training, in-service training, and seminars should be provided in order to acquire the necessary competence. School principals should be provided with practical training as well as theoretical training. In addition, the legislation regarding course supervision should be updated, standards should be determined, details such as the supervision activities to be carried out, the methods and techniques of realizing these activities, and the time should be clearly stated. A reward and punishment system should be introduced and teacher-encouraging supervision practices should be placed. Keywords: Control, lesson supervision, school principal supervision, inspector control