Analyzing the school principals' classroom supervision activities in terms of accountability

The purpose of this study is to analyze the classroom supervision activities of school principals working in kindergartens, primary schools, secondary schools and high schools according to the opinions of school principals and teachers within the framework of legal, professional and results oriented accountability of education accountability. The research was designed according to the phenomenological pattern of qualitative research methods. The population of the study consists of principals and teachers working in 47 public schools (seven kindergartens, nine primary schools, 13 secondary schools and 18 high schools) in the central district of Amasya province (excluding villages and towns) in the 2018-2019 academic year. A total of 12 school principals, three school principals from each stage randomly selected by disproportionate stratified sampling method, were included in the study group. The teachers in the study group were determined with maximum diversity sampling. Accordingly, an equal number of teachers from each school level and in as many different branches as possible were included in the study group. In this context, the study group of the research was formed from totally 12 school principals accepting the interview and working in total 12 public schools (three kindergartens, three primary schools, three secondary schools and three high schools) placed in the central district of the province of Amasya (excluding villages and towns) and 36 teachers from 20 different branches who accept the interview and work in the same public schools in the second term of the 2018-2019 academic year. Data were collected with semi structured school principal and teacher interview forms developed by the researcher by using face-to-face interview technique in the second term of the 2018-2019 academic year. Voice recorder or note-taking technique was used according to the participant's preference. The data obtained at the end of the interviews were coded by using descriptive analysis technique, arranged around similar and different themes, final themes were shown in the tables with their frequencies and supported by direct quotations. As a result of the research, the following conclusions were reached within the framework of legal accountability regarding the sub-dimensions of accountability in education: The majority of school principals do not perform the classroom supervision tasks in the number and frequency specified in the regulations. The majority of the school principals do not make prepare/pre-work with the teacher before supervisions. Some of the studies made before classroom supervision are mostly in the form of paper and file requests. The school principals usually do not enter the classroom with the teacher for classroom supervision, they enter the classroom as late as 1-10 minutes. The school principals usually stay in the classroom for one lesson hour during the classroom supervision, but few school principals have less time in the classroom. The results reached within the framework of professional accountability are as follows: Some school principals inform the teacher before the classroom supervisions, while some do not. Before the supervision, the teachers are usually informed orally and daily communication language, one day ago. The school principals do not fully fulfill their duties such as taking written notes and completing evaluation forms during the classroom supervision The majority of school principals knock on the door when entering class, but some do not. Some school principals make an explanation when entering the class, some do not. After the classroom supervisions, the school principals do not explain the teacher evaluation reports in detail to the relevant teachers by providing their reasons. The partially submitted feedbacks are not sufficient, too. The school principals mostly do not share their impressions of teacher evaluations with other people. Supervision shares are mostly made by exemplifying teachers who the principals find positive. The bilateral relations of school principals partially affect the evaluation process. It was found that political views and trade union differences or similarities have little impact on the evaluation process; religious differences, sectarian and racial differences or similarities have no effect on the evaluations. Within the framework of results oriented accountability, the following conclusions were reached: After the classroom supervisions, the majority of school principals do not do any study to improve the professional development of the teacher. The studies made are not sufficient, too. The school principals think that the classroom supervisions made by school principals have an effect on increasing students' academic achievement, but the teachers do not think so. At the end of the study, it was proposed that the accountability in education and its sub-dimensions should be included in the education system in order to make the classroom supervision activities more effective. Keywords: Education, Supervision, Accountability, Education Supervision, Classroom Supervision, School Principal.