Teacher's opinions on principals' course supervision

In schools, which are the minor structure of the education system, school principals, who are responsible for education and training activities, have supervisory duties besides their administrative responsibilities. The competencies of school principals have become open to research after school principals became authorized to supervise courses, which has an important place in increasing and improving the quality of education. This study aims to reveal teachers' opinions about the course supervision competencies of school principals. In this study, which was conducted to reveal teachers' opinions about the course supervision competencies of school principals, the case study design, one of the qualitative research methods, was used. Classroom teachers who have completed twenty years in the profession in Düzce and shown to be competent in their fields by the administrators and supervisors received four open-ended questions and a semi-structured interview with follow-up questions. The data obtained as a result of the interviews with the teachers were analyzed and interpreted according to the descriptive and content analysis approach. After the analysis of the data, the results were gathered under the themes of the current course supervision of the school principals, the course supervision competencies of the school principals, the effect of the inspectors leaving the course supervision on the supervision activities, and adequate course supervision according to the teachers. This study determined that the school principals carried the course supervision out of formality, and the inspections were ineffective and far from professionalism. In addition, the fact that the school principals are intertwined with the teachers ensures that the supervision activities become continuous. Consequently, teachers prefer school principals to supervise the course.