Evaluation of school principal's supervision duties by teachers

This research was conducted to evaluate the supervisory duties of school principals according to the teachers' opinions. The study group has 25 teachers selected from the teachers working in Sivas between June-September 2014. The maximum variation sampling technique was used in determining the study group. A semi-structured interview form was created to interview the participants. A semi-structured interview form was chosen in order to allow the participants to deeply examine the different answers given during the interview and the reasons for those answers and to generate new questions. The opinions of the participants who were allowed to interview for data analyses were recorded by voice recording. Then these voice records are analyzed and tabulated according to the question and user name and transferred to an Excel document. Participants' answers were examined using content analysis. The results showed that participants are largely negative about the quality of classroom supervision conducted by school principals. Participants have prioritized self-control over who should conduct the supervision. According to the participants, the most important benefit of school principals in carrying out classroom supervision is the development of the teacher. The principal drawbacks of school principals to conduct classroom supervision are the inclusion of external factors, such as personal relationships, political views, on the supervision. According to participants, the inadequacy of equipment and time is among the drawbacks of the classroom supervision realized by the school principals. Participants view school principals as the most significant difference from the inspectors' supervision of having preliminary information about the teachers, students, parents and the environment of school during classroom supervision. Participants list the situations in which school principals have problems in the course audits, such as the nature of the relationship between the teacher and the school principal, the behavior change in the student due to the schoolmaster's class, the lack of adequate school principal's supervisory control, and the lack of school principals in communication. Teachers' views on whether principal supervision reach the goals of classroom supervision are often negative. A large part of the participants have proposed school-centered arrangements to be made so that school principals perform their supervision more effectively. Keywords: School principal, classroom supervision, teacher