Examining the relationship between classroom supervision competencies of school principals and anxiety levels of teachers towards classroom supervision

This research was conducted for three aims. The first aim was to reveal the classroom supervision competencies of school principals and teachers' anxiety levels for classroom supervision according to the opinions of teachers. The second aim was to examine the views of teachers on classroom supervision competencies and anxiety levels in terms of independent variables of gender, branch, years of seniority, academic degree, school level and the number of teachers working in the school. The third aim was to determine the relationship between school principals' classroom supervision competencies and teachers' anxiety levels for classroom supervision. Relational screening model was used in the study. The population of the research consists of 10315 teachers working in public schools in the Battalgazi and Yeşilyurt districts of Malatya in the 2020-2021 academic year. 410 teachers included in the research sample were determined by convenience sampling method. The data of the research were collected with the "School Principals' Classroom Supervision Competency Scale" and "Teachers' Classroom Supervision Anxiety Scale" developed by the researcher. While analyzing the data obtained in the research, first of all, descriptive statistics were produced. t-test for independent groups and one-way ANOVA were conducted to determine whether school principals' classroom supervision competencies and teachers' anxiety levels for classroom supervision differ significantly according to the variables of gender, branch, years of seniority, school type, education level and the number of teachers working at the school. Simple linear regression analysis was performed to determine the relationship between school principals' classroom supervision competency levels and teachers' anxiety levels for classroom supervision. In the study, it was determined that the teachers expressed the school principals' classroom supervision competencies at a "high level" and their anxiety levels about classroom supervision at a "moderate" level. It was revealed that female teachers compared to male teachers, secondary school teachers compared to elementary school teachers, and teachers working in schools with 50 or more teachers compared to teachers in schools with less than 50 teachers found the school principals' classroom supervision competency levels higher. It was concluded that teachers with a graduate education have higher levels of classroom supervision anxiety than teachers with a bachelor's degree and teachers in schools with 1-25 teachers have higher levels of classroom supervision anxiety than teachers in schools with 26-50 teachers. In the study, it was determined that school principals' level of classroom supervision competency was a significant predictor of teachers' anxiety levels for classroom supervision.