The teachers? view regarding primary education supervisors? professional guidance mission in supervision of special education implementations

The aim of this study is to determine the teachers? view regarding the realizing of primary education supervisors? professional guidance mission in supervision of special education implementation. Intended for this purpose, 1- to test validity and reliability of `? the Measure of View regarding Supervision in Special Education?? (MVSSE) and 2- to determine the teachers? view regarding realizing professional guidance and raising on the job missions of primary education supervisors in supervision of special education implementation were aimed.The research designed in survey sample was realized with 407 teachers working with the students in need of special requirement in Eskişehir Province Centre in 2009-2010 academic year. The ages of the teachers who participated in this research changes between 22 and 65. The number of male teachers is 142, and the number of female teachers is 265. The data for the aim of this research was compiled with the measure of view on supervision in special education consisting of two parts and 40 items in total and designed by the researcher.The validity of the measure designed was tested by the analysis of the content and the construct validity, and the reliability was tested by the analysis of internal consistency (cronbach alfa). The findings gathered revealed that the measure of view regarding supervision in special education have psychometric features sufficiently in one scale (40 items). When the findings about the teachers? view regarding primary education supervisors? professional mission in supervision of special education implementation were examined, the independent sample t-test analysis didn?t present any meaningful relations about the gender of special education teachers, professional seniorities and the views according to the establishment which they work in. In addition to this, a meaningful relation was found between the view of the teachers who get training about special education and those who don?t, and between the view of the teachers who receive guidance and those who don?t.