Examining fulfilling the behaviors of instructional supervision by special education school administrators

he purpose of this teaching is to examine the supervision practices carried out in special education activities under the leadership of instructional supervision based on the experiences of teachers and tolerance. In the research, the share of this abundant personal sharing was taken with who, how and how often the supervision was carried out. In this direction, the research was conducted with mixed method and exploratory sequential design. The universe of the study consisted of 108 special education teachers working in special education state institutions in Aksaray city center in the 2023-2024 academic year. Data were collected using a semi-structured interview form developed by the researcher and focus group interviews. Three focus group interviews were conducted with a one-week interval, each with five teachers. The interviews were recorded with a voice recorder, transcribed and analyzed using the content analysis method. The quantitative data collection tool was developed based on the findings obtained from the analysis of qualitative data.According to the findings, the participants emphasized that the inspection should be carried out by inspectors who are experts in their fields and from the same branch; they stated that the inspections carried out by school principals are superficial and far from being directive. In addition, it was observed that teachers find it ethically and professionally objectionable to be inspected by their colleagues.The results of the content analysis, which included a total of 64 highlights, reveal that teachers find the current supervision practices inadequate and that these processes need to be restructured. The research indicates that supervision processes in private educational institutions need to be reconsidered in terms of professional development, perception of justice and guidance function. In particular, the findings support the need to increase the instructional supervision competencies of school principals and to work in collaboration with expert supervisors.