The effect of school principals 'instructional control behaviors on teachers' professional professionalism

The purpose of this research is to determine the "Effects of School Principals' Instructional Supervision Behaviors on Teachers' Professional Professionalism Level" in line with the opinions of teachers. The research was conducted with the relational survey model, one of the quantitative research methods. The research was carried out with 334 people selected by using stratified sampling method among 2327 teachers working in Zonguldak city center and Alaplı, Çaycuma, Devrek, Ereğli, Gökçebey, Kilimli and Kozlu districts in the 2020-2021 academic year. The data in the research were obtained by using the "Professional Professionalism of Teachers Scale" (ÖMPÖ) developed by Yılmaz and Altınkurt (2014) and the "School Principals' Course Supervision and Feedback Scale" (OMDDSS) developed by Özdemir (2019). Professional professionalism scale of teachers; It is a 5-point Likert-type scale consisting of four sub-dimensions and a total of 24 items. The Cronbach's Alpha value of the scale was found to be 0.90 for the application group. The instructional control scale is; It is a 5-point Likert-type scale consisting of nine items. One-way analysis of variance, Mann Whitney-U test, Spearman Rank Correlation Coefficient test, Multiple Linear Regression Analysis, and percentage and frequency were used for descriptive analysis. According to the opinions of the teachers on the effect of the instructional lesson supervision behavior of the school principals on the professional professionalism of the teachers, there were differences in the sub-dimensions of contribution to the institution, emotional labor, personal development and professional sensitivity according to the gender variable; There was no difference according to the variables of seniority, branch and educational status. It is thought that the methods used in the research will provide theoretical and practical contributions to researchers and teachers working in this field. In order to improve the knowledge and skills of school administrators, long-term and practice-based in-service training should be organized. School administrators should be encouraged to do master's degrees in the field of educational administration and teachers in their own fields. A protocol can be arranged between MEB and universities in this regard.