Opinions of classroom teachers on the supervision practices of school administrators

This research was carried out to determine the opinions of classroom teachers working in public primary schools regarding course supervision by school administrators. The phenomenology pattern, one of the qualitative research designs, was used in the research. The research includes classroom teachers working in public primary schools in the central district of Batman province and undergoing inspection. There are 46 public primary schools in Batman city center and 1120 classroom teachers working in these schools. The sample consists of 7 primary schools selected from the universe by random method and 30 classroom teachers working in these primary schools. Semi-structured interview forms were used to collect data in the study. The data obtained was analyzed using descriptive analysis and content analysis methods. As a result of the analyzed data, codes and sub-themes were determined and themes were created. As a result of the analysis, it was seen that the school administrators' contribution to the teachers during the course inspections paid most attention to the individual performances of the teachers. It was observed that among the findings of the research, the deficiencies of the teachers were seen during the inspection and that they were given the opportunity to improve themselves professionally and individually and that the school principal provided guidance in this context. When the problems experienced in course supervision were evaluated, it was found that students had focus problems due to the presence of the school principal in the classroom, and that the supervision of school administrators was far from objectivity and sincerity, thus creating a tense and stressful environment. Although the number of school administrators who contacted the teacher before and after the lesson inspection varied, it was found that the majority of them were contacted and were satisfied with this. In this regard, where the supervision role of the school principal is evaluated, it has been found that the majority of classroom teachers are satisfied with the supervision of the school principal. When the data were evaluated, it was concluded that school principals should be experts in their field, they should act according to evaluation forms based on standard scales, and the school principal and teacher should be in communication.