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Okul Müdürlerinin Denetim Görevlerini Yerine Getirmede Karşılaştıkları Güçlükler

Year 2023, Volume: 5 Issue: 3 - Türkiye Cumhuriyeti 100.Yıl Özel Sayısı, 694 - 712, 29.10.2023
https://doi.org/10.38151/akef.2023.79

Abstract

Milli Eğitim Bakanlığı, Türkiye’de 2014 yılında müfettişlerin, öğretmen denetimi yapması uygulamasını kaldırmıştır. Bu tarihten sonra öğretmen denetimi yapma görevini sadece okul müdürleri yürütmektedir. Bu araştırmanın amacı, okul müdürlerinin denetim görevlerini yerine getirirken hangi güçlüklerle karşılaştıklarını tespit etmektir. Araştırma verilerinin toplanması, analizi ve yorumlanmasında nitel araştırma tekniklerinden durum çalışması kullanılmıştır. Araştırmanın çalışma grubu, Konya ili sınırları içerisinde görev yapan 16 okul müdüründen oluşmaktadır. Katılımcılar maksimum çeşitlilik örnekleme yöntemi kullanılarak belirlenmiştir. Veriler yarı yapılandırılmış görüşme yöntemi ile toplanmıştır. Okul müdürlerinin karşılaştıkları sorunlar sistem kaynaklı ve denetimin doğası kaynaklı sorunlar olmak üzere iki temada bütünleştirilmiştir. Sistem kaynaklı olarak; yetki eksikliği, müdürlük için yetersiz eğitim, müdürlerin atama yöntemleri, yüksek iş yükü ve branş öğretmenlerini denetleme zorlukları kaynaklı sorunlar yaşamaktadırlar. Denetimin doğası kaynaklı olanlar da öğretmen-müdür ilişkisinde gerginlikler, öğretmenlerde kaygı, potansiyel çatışma, kıdemli öğretmenlerin direnci, denetim sırasında heyecan ve öğretmenlerin performansını etkileyen kişisel faktörlerdir. Yaşanan zorluklar, müdür-öğretmen arasındaki etkili iletişimi engellemekte, öğrenme ortamını bozmakta ve denetimden beklenen faydaların elde edilmesini engellemektedir. Ulaşılan sonuçlar doğrultusunda sistem düzeyinde öneriler getirilmiştir.

References

  • Acar, U. (2009). Yönetici ve öğretmenlere göre Türk ve Alman (KRV eyaleti) okul müdürlerinin ders denetimi uygulaması (Unpublished master's thesis). Ankara University, Turkey.
  • Acheson, K. A., & Gall, M. D. (2003). Clinical supervision and teacher development. John Wiley and Sons.
  • Altun, B. & Yengin Sarpkaya, P. (2014). Öğretmen ve okul müdürlerinin ders denetimine ilişkin görüşleri [Opinions of teachers and school principals on lesson supervision]. In, Ejer Congress 2014 Abstracts Of Papers (pp. 888-889). Anı Yayıncılık. https://l24.im/XIUj3
  • Altunay, E. (2020). Okul müdürlerinin ders denetimlerine ilişkin müdür ve öğretmen görüşleri [Principal and teacher views on classroom observations by school principals]. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 55, 95-127. https://doi.org/10.21764/maeuefd.647056
  • Atay, Ç. (2022). Liselerde yöneticilerin ve öğretmenlerin görüşlerine göre denetim uygulamaları [Supervision practices according to the views of administrators and teachers in high schools]. (Unpublished master's thesis). Aydın Adnan Menderes Üniversitesi, Turkey.
  • Balyer, A., & Özcan, K. (2020). School Principals’ Instructional Feedback to Teachers: Teachers’ Views. International Journal of Curriculum and Instruction (IJCI), 12, 295-312.
  • Bellibaş, M. Ş. (2014). A mixed method approach to the exploration of principals’ instructional leadership in lower secondary schools in Turkey: The principal and teacher perspectives (Unpublished doctoral dissertation). Michigan State University, USA.
  • Bellibaş, M. Ş. (2023). Empowering principals to conduct classroom observations in a centralized education system: Does it make a difference for teacher self-efficacy and instructional practices? International Journal of Educational Management, 37(1), 85-102. https://doi.org/10.1108/IJEM-02-2022-0086
  • Bellibaş, M. Ş., Polatcan, M., & Kılınç, A. Ç. (2022). Linking instructional leadership to teacher practices: The mediating effect of shared practice and agency in learning effectiveness. Educational Management Administration & Leadership, 50(5), 812–831. https://doi.org/10.1177/1741143220945706
  • Brunsden, V., Shevlin, M., & Davies, M. (2006). Anxiety and stress in education professionals in relation to OFSTED. Education Today, 56(1), 24–31.
  • Bütün Ikwuegbu, Z. (2022). ELT teachers' and school principals' perspectives regarding the supervisory process in Turkey. Gazi University Journal of Gazi Education Faculty, 42(3), 2431-2467.
  • Darling-Hammond, L. (1996). What matters most: A competent teacher for every child. Phi Delta Kappan, 78(3), 193–200.
  • DiPaola, M. F., & Hoy, W. K. (2008). Principals improving instruction: Supervision, evaluation, and professional development. Pearson/Allyn and Bacon.
  • DiPaola, M. F., & Hoy, W. K. (2014). Improving instruction through supervision, evaluation, and professional development. Information Age Publishing.
  • Duykuluoğlu, A. (2018). Lise müdürlerinin ders denetim görevlerine ilişkin öğretmen görüşleri. Kastamonu Education Journal, 26(6), 2081-2090. https://doi.org/10.24106/kefdergi.2444
  • Ehren, M. C. M. (2016). Introducing school inspections. In M. C. M. Ehren (Ed.). Methods and modalities of effective school inspections. Accountability and educational improvement (pp. 1–16). Springer International Publishing.
  • Ehren, M. C. M., Altrichter, H., McNamara, H., & O’Hara, J. (2013). Impact of school inspections on improvement of schools—Describing assumptions on causal mechanisms in six European countries. Educational Assessment Evaluation and Accountability, 25(1), 3–43. https://doi.org/10.1007/s11092-012-9156-4.
  • Ehren, M. C., Jones, K., & Perryman, J. (2016). Side effects of school ınspection: motivations and contexts for strategic responses. In M. C. Ehren (Ed.), Methods and Modalities of Effective School Inspections (pp. 87-110). Springer International Publishing, Switzerland. https://doi.org/10.1007/978-3-319-31003-9_5.
  • Ehren, M. C. M., & Visscher, A. J. (2008). The relationships between school inspections, school characteristics and school improvement. British Journal of Educational Studies, 56(2), 205–227. https://doi.org/10.1111/j.1467-8527.2008.00400.x.
  • Glickman, C., Gordon, S., & Ross-Gordon, J. (2007). Supervision and instructional leadership: A developmental approach. Pearson.
  • Gümüş, S., & Akçaoğlu, M. (2013). Instructional leadership in Turkish primary schools: An analysis of teachers' perceptions and current policy. Educational Management Administration and Leadership, 41(3), 289-302.
  • Gümüş, S., Hallinger, P., Cansoy, R., & Bellibaş, M. Ş. (2021). Instructional leadership in a centralized and competitive educational system: A qualitative meta-synthesis of research from Turkey. Journal of Educational Administration, 59(6), 702-720. https://doi.org/10.1108/JEA-04-2021-0073
  • Hopkins, E., Hendry, H., Garrod, F., McClare, S., Pettit, D., Smith, L., et al. (2016). Teachers’ views of the impact of school evaluation and external inspection processes. Improving Schools, 19(1), 52–61.
  • Hoy, W. K., & Forsyth, P. B. (1986). Effective supervision: Theory into practice. McGraw-Hill.
  • Hoy, W., & Hoy, A. (2012). Instructional leadership: A research based guide to learning in schools (4th ed.). Allyn and Bacon.
  • Koç, İ., & Akın, U. (2020). Okul müdürlerinin yaptıkları ders denetimlerinin olumlu ve olumsuz yönleri: öğretmenlerin görüş ve önerileri. Turkish Studies- Education, 15(1), 261-288. https://dx.doi.org/10.29228/TurkishStudies.24978
  • Koşar, S., & Buran, K. (2019). Okul müdürlerinin ders denetim faaliyetlerinin öğretimsel liderlik bağlamında incelenmesi. Journal of Qualitative Research in Education, 7(3), 1232-1265. https://doi.org/10.14689/issn.2148-2624.1.7c.3s.14.m
  • Köybaşı, F., Uğurlu, C. T., Ağıroğlu Bakır, A., & Karakuş, B. (2017). İlkokullarda ders denetimine ilişkin öğretmen görüşleri. Electronic Turkish Studies, 12(4), 327-344.
  • Leithwood, K., Jantzi, D., & Steinbach, R. (1999). Changing Leadership for Changing Times. Open University Press.
  • McNamara, G., & O’Hara, J. (2006). Workable compromise or pointless exercise? Schoolbased evaluation in the Irish context. Educational Management Administration & Leadership, 34(1), 564–582.
  • MEB Eğitim Müfettişleri Yönetmeliği [MEB], (2022). Resmi Gazete, 1 Mart 2022, sayı:31765.
  • MEB Okul Öncesi Eğitim ve İlköğretim Kurumları Yönetmeliği [MEB], (2014a). Resmi Gazete 26 Temmuz 2014, Sayı: 29072.
  • MEB Okul-Kurum Müdürü görev tanımları [MEB], (2000). Tebliğler Dergisi, Ocak 2000, Sayı:2508.
  • MEB Ortaöğretim Kurumları Yönetmeliği [MEB], (2013). Resmi Gazete, 7 Eylül 2013, Sayı: 28758.
  • MEB Öğretmen Atama ve Yer Değiştirme Yönetmeliği [MEB], (2015). Resmi Gazete, 17 Nisan 2015, sayı:39329.
  • MEB Öğretmen Atama ve Yer Değiştirme Yönetmeliğinde Değişiklik Yapılmasına Dair Yönetmelik [MEB], (2022). Resmi Gazete, 12 Mayıs 2022, sayı:31833.
  • MEB Rehberlik ve Denetim Başkanlığı ile Maarif Müfettişleri Başkanlıkları Yönetmeliği [MEB], (2014b). Resmi Gazete, 24 Mayıs 2014, Sayı: 29009.
  • Nolan, J. F., & Hoover, L. A. (2008). Teacher Supervision & Evaluation: Theory into Practice (2nd ed.). Wiley. OECD (2019). TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners, OECD Publishing, Paris.
  • Ozdogru, M. (2022). Problems encountered in course supervision in Turkey: A meta-synthesis study, International Online Journal of Educational Sciences, 14(3), 836-856.
  • Özdemir, N. (2020). How to improve teachers’ instructional practices: The role of professional learning activities, classroom observation and leadership content knowledge in Turkey. Journal of Educational Administration, 58(6), 585-603. https://doi.org/10.1108/JEA-10-2019-0189
  • Perryman, J. (2006). Panoptic performativity and school inspection regimes: Disciplinary mechanisms and life under special measures. Journal of Education Policy, 21(2), 147–161. https://doi.org/10.1080/02680930500500138
  • Perryman, J. (2007). Inspection and emotion. Cambridge journal of education, 37(2), 173-190. DOI: 10.1080/03057640701372418
  • Quintelier, A., De Maeyer, S., & Vanhoof, J. (2020). The role of feedback acceptance and gaining awareness on teachers’ willingness to use inspection feedback. Educational Assessment, Evaluation and Accountability, 32(3), 311-333. https://doi.org/10.1080/09243453.2020.1750432
  • Quintelier, A., Vanhoof, J., & De Maeyer, S. (2018). Understanding the influence of teachers’ cognitive and affective responses upon school inspection feedback acceptance. Educational Assessment Evaluation and Accountability, 30(4), 399–431. https:// doi.org/10.1007/s11092-018-9286-4
  • Quintelier, A., Vanhoof, J., & De Maeyer, S. (2019). A full array of emotions: An exploratory mixed methods study of teachers’ emotions during a school inspection visit. Studies in Educational Evaluation, 63, 83–93. https://doi.org/10.1016/j.stueduc.2019.07.006
  • Seifert, E. H., & Vornberg, J. A. (2002). The new school leader fort the 21st century, the principal. Scarecrow Education.
  • Sullivan, S., & Glanz, J. (2015). Okullarda eğitim ve öğretimi geliştiren denetim [Supervision that ımproves teaching and learning: strategies and techniques]. (Çev. Ed. A. Ünal). Anı Yayıncılık.
  • Tunç, B., İnandı, Y., & Gündüz, B. (2015). Inspection and teachers’ emotions: An emotional evaluation of inspection. International Journal of Human Sciences, 12(1), 554-568. doi: 10.14687/ijhs.v12i1.2807
  • Ulutaş, B., & Günaydın, F. (2022). Okul müdürlerinin gözünden öğretmen denetimleri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 56, 259-286. https://doi.org/10.9779.pauefd.1074849
  • Ünal, A., & Şentürk, R. (2011). İlköğretim okul müdürlerinin ders denetimi uygulamaları. In,20.Ulusal Eğitim Bilimleri Kurultayı (8-10 Eylül 2011 Burdur) Bildiri Özetleri. (s. 165). Pegem. Akademi. https://l24.im/so9wdT
  • Yıldırım, A., & Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayıncılık.
  • Zepeda, S. J. (2019). Job-embedded professional learning: Federal legislation and national reports as levers. In M. L. Derrington & J. Brandon (Eds.), Differentiated teacher evaluation and professionallearning: Policies and practices for promoting teacher career growth (pp. 173–195). Palgrave Publishing.

Difficulties Encountered by School Principals in Fulfilling Their Supervisory Duties

Year 2023, Volume: 5 Issue: 3 - Türkiye Cumhuriyeti 100.Yıl Özel Sayısı, 694 - 712, 29.10.2023
https://doi.org/10.38151/akef.2023.79

Abstract

The Ministry of National Education abolished the practice of supervisors conducting teacher supervision in Turkey in 2014. After this date, only school principals carry out the task of teacher supervision. The aim of this study is to determine which difficulties school principals face while fulfilling their supervision duties. Case study, one of the qualitative research techniques, was used to collect, analyse and interpret the research data. The study group of the research consists of 16 school principals working in Konya province. Participants were determined by using maximum diversity sampling method. Data were collected through semi-structured interviews. The problems faced by school principals were integrated into two themes: system-related problems and problems related to the nature of supervision. System-related problems include lack of authority, insufficient education for principalship, methods of assignment of principals, high workload and difficulties in supervising subject teachers. Those arising from the nature of supervision are tensions in the teacher-principal relationship, anxiety in teachers, potential conflict, resistance of senior teachers, excitement during supervision and personal factors affecting teachers' performance. The difficulties experienced prevent effective communication between principals and teachers, disrupt the learning environment and prevent the expected benefits of supervision. In line with the results obtained, recommendations have been made at the system level.

References

  • Acar, U. (2009). Yönetici ve öğretmenlere göre Türk ve Alman (KRV eyaleti) okul müdürlerinin ders denetimi uygulaması (Unpublished master's thesis). Ankara University, Turkey.
  • Acheson, K. A., & Gall, M. D. (2003). Clinical supervision and teacher development. John Wiley and Sons.
  • Altun, B. & Yengin Sarpkaya, P. (2014). Öğretmen ve okul müdürlerinin ders denetimine ilişkin görüşleri [Opinions of teachers and school principals on lesson supervision]. In, Ejer Congress 2014 Abstracts Of Papers (pp. 888-889). Anı Yayıncılık. https://l24.im/XIUj3
  • Altunay, E. (2020). Okul müdürlerinin ders denetimlerine ilişkin müdür ve öğretmen görüşleri [Principal and teacher views on classroom observations by school principals]. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 55, 95-127. https://doi.org/10.21764/maeuefd.647056
  • Atay, Ç. (2022). Liselerde yöneticilerin ve öğretmenlerin görüşlerine göre denetim uygulamaları [Supervision practices according to the views of administrators and teachers in high schools]. (Unpublished master's thesis). Aydın Adnan Menderes Üniversitesi, Turkey.
  • Balyer, A., & Özcan, K. (2020). School Principals’ Instructional Feedback to Teachers: Teachers’ Views. International Journal of Curriculum and Instruction (IJCI), 12, 295-312.
  • Bellibaş, M. Ş. (2014). A mixed method approach to the exploration of principals’ instructional leadership in lower secondary schools in Turkey: The principal and teacher perspectives (Unpublished doctoral dissertation). Michigan State University, USA.
  • Bellibaş, M. Ş. (2023). Empowering principals to conduct classroom observations in a centralized education system: Does it make a difference for teacher self-efficacy and instructional practices? International Journal of Educational Management, 37(1), 85-102. https://doi.org/10.1108/IJEM-02-2022-0086
  • Bellibaş, M. Ş., Polatcan, M., & Kılınç, A. Ç. (2022). Linking instructional leadership to teacher practices: The mediating effect of shared practice and agency in learning effectiveness. Educational Management Administration & Leadership, 50(5), 812–831. https://doi.org/10.1177/1741143220945706
  • Brunsden, V., Shevlin, M., & Davies, M. (2006). Anxiety and stress in education professionals in relation to OFSTED. Education Today, 56(1), 24–31.
  • Bütün Ikwuegbu, Z. (2022). ELT teachers' and school principals' perspectives regarding the supervisory process in Turkey. Gazi University Journal of Gazi Education Faculty, 42(3), 2431-2467.
  • Darling-Hammond, L. (1996). What matters most: A competent teacher for every child. Phi Delta Kappan, 78(3), 193–200.
  • DiPaola, M. F., & Hoy, W. K. (2008). Principals improving instruction: Supervision, evaluation, and professional development. Pearson/Allyn and Bacon.
  • DiPaola, M. F., & Hoy, W. K. (2014). Improving instruction through supervision, evaluation, and professional development. Information Age Publishing.
  • Duykuluoğlu, A. (2018). Lise müdürlerinin ders denetim görevlerine ilişkin öğretmen görüşleri. Kastamonu Education Journal, 26(6), 2081-2090. https://doi.org/10.24106/kefdergi.2444
  • Ehren, M. C. M. (2016). Introducing school inspections. In M. C. M. Ehren (Ed.). Methods and modalities of effective school inspections. Accountability and educational improvement (pp. 1–16). Springer International Publishing.
  • Ehren, M. C. M., Altrichter, H., McNamara, H., & O’Hara, J. (2013). Impact of school inspections on improvement of schools—Describing assumptions on causal mechanisms in six European countries. Educational Assessment Evaluation and Accountability, 25(1), 3–43. https://doi.org/10.1007/s11092-012-9156-4.
  • Ehren, M. C., Jones, K., & Perryman, J. (2016). Side effects of school ınspection: motivations and contexts for strategic responses. In M. C. Ehren (Ed.), Methods and Modalities of Effective School Inspections (pp. 87-110). Springer International Publishing, Switzerland. https://doi.org/10.1007/978-3-319-31003-9_5.
  • Ehren, M. C. M., & Visscher, A. J. (2008). The relationships between school inspections, school characteristics and school improvement. British Journal of Educational Studies, 56(2), 205–227. https://doi.org/10.1111/j.1467-8527.2008.00400.x.
  • Glickman, C., Gordon, S., & Ross-Gordon, J. (2007). Supervision and instructional leadership: A developmental approach. Pearson.
  • Gümüş, S., & Akçaoğlu, M. (2013). Instructional leadership in Turkish primary schools: An analysis of teachers' perceptions and current policy. Educational Management Administration and Leadership, 41(3), 289-302.
  • Gümüş, S., Hallinger, P., Cansoy, R., & Bellibaş, M. Ş. (2021). Instructional leadership in a centralized and competitive educational system: A qualitative meta-synthesis of research from Turkey. Journal of Educational Administration, 59(6), 702-720. https://doi.org/10.1108/JEA-04-2021-0073
  • Hopkins, E., Hendry, H., Garrod, F., McClare, S., Pettit, D., Smith, L., et al. (2016). Teachers’ views of the impact of school evaluation and external inspection processes. Improving Schools, 19(1), 52–61.
  • Hoy, W. K., & Forsyth, P. B. (1986). Effective supervision: Theory into practice. McGraw-Hill.
  • Hoy, W., & Hoy, A. (2012). Instructional leadership: A research based guide to learning in schools (4th ed.). Allyn and Bacon.
  • Koç, İ., & Akın, U. (2020). Okul müdürlerinin yaptıkları ders denetimlerinin olumlu ve olumsuz yönleri: öğretmenlerin görüş ve önerileri. Turkish Studies- Education, 15(1), 261-288. https://dx.doi.org/10.29228/TurkishStudies.24978
  • Koşar, S., & Buran, K. (2019). Okul müdürlerinin ders denetim faaliyetlerinin öğretimsel liderlik bağlamında incelenmesi. Journal of Qualitative Research in Education, 7(3), 1232-1265. https://doi.org/10.14689/issn.2148-2624.1.7c.3s.14.m
  • Köybaşı, F., Uğurlu, C. T., Ağıroğlu Bakır, A., & Karakuş, B. (2017). İlkokullarda ders denetimine ilişkin öğretmen görüşleri. Electronic Turkish Studies, 12(4), 327-344.
  • Leithwood, K., Jantzi, D., & Steinbach, R. (1999). Changing Leadership for Changing Times. Open University Press.
  • McNamara, G., & O’Hara, J. (2006). Workable compromise or pointless exercise? Schoolbased evaluation in the Irish context. Educational Management Administration & Leadership, 34(1), 564–582.
  • MEB Eğitim Müfettişleri Yönetmeliği [MEB], (2022). Resmi Gazete, 1 Mart 2022, sayı:31765.
  • MEB Okul Öncesi Eğitim ve İlköğretim Kurumları Yönetmeliği [MEB], (2014a). Resmi Gazete 26 Temmuz 2014, Sayı: 29072.
  • MEB Okul-Kurum Müdürü görev tanımları [MEB], (2000). Tebliğler Dergisi, Ocak 2000, Sayı:2508.
  • MEB Ortaöğretim Kurumları Yönetmeliği [MEB], (2013). Resmi Gazete, 7 Eylül 2013, Sayı: 28758.
  • MEB Öğretmen Atama ve Yer Değiştirme Yönetmeliği [MEB], (2015). Resmi Gazete, 17 Nisan 2015, sayı:39329.
  • MEB Öğretmen Atama ve Yer Değiştirme Yönetmeliğinde Değişiklik Yapılmasına Dair Yönetmelik [MEB], (2022). Resmi Gazete, 12 Mayıs 2022, sayı:31833.
  • MEB Rehberlik ve Denetim Başkanlığı ile Maarif Müfettişleri Başkanlıkları Yönetmeliği [MEB], (2014b). Resmi Gazete, 24 Mayıs 2014, Sayı: 29009.
  • Nolan, J. F., & Hoover, L. A. (2008). Teacher Supervision & Evaluation: Theory into Practice (2nd ed.). Wiley. OECD (2019). TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners, OECD Publishing, Paris.
  • Ozdogru, M. (2022). Problems encountered in course supervision in Turkey: A meta-synthesis study, International Online Journal of Educational Sciences, 14(3), 836-856.
  • Özdemir, N. (2020). How to improve teachers’ instructional practices: The role of professional learning activities, classroom observation and leadership content knowledge in Turkey. Journal of Educational Administration, 58(6), 585-603. https://doi.org/10.1108/JEA-10-2019-0189
  • Perryman, J. (2006). Panoptic performativity and school inspection regimes: Disciplinary mechanisms and life under special measures. Journal of Education Policy, 21(2), 147–161. https://doi.org/10.1080/02680930500500138
  • Perryman, J. (2007). Inspection and emotion. Cambridge journal of education, 37(2), 173-190. DOI: 10.1080/03057640701372418
  • Quintelier, A., De Maeyer, S., & Vanhoof, J. (2020). The role of feedback acceptance and gaining awareness on teachers’ willingness to use inspection feedback. Educational Assessment, Evaluation and Accountability, 32(3), 311-333. https://doi.org/10.1080/09243453.2020.1750432
  • Quintelier, A., Vanhoof, J., & De Maeyer, S. (2018). Understanding the influence of teachers’ cognitive and affective responses upon school inspection feedback acceptance. Educational Assessment Evaluation and Accountability, 30(4), 399–431. https:// doi.org/10.1007/s11092-018-9286-4
  • Quintelier, A., Vanhoof, J., & De Maeyer, S. (2019). A full array of emotions: An exploratory mixed methods study of teachers’ emotions during a school inspection visit. Studies in Educational Evaluation, 63, 83–93. https://doi.org/10.1016/j.stueduc.2019.07.006
  • Seifert, E. H., & Vornberg, J. A. (2002). The new school leader fort the 21st century, the principal. Scarecrow Education.
  • Sullivan, S., & Glanz, J. (2015). Okullarda eğitim ve öğretimi geliştiren denetim [Supervision that ımproves teaching and learning: strategies and techniques]. (Çev. Ed. A. Ünal). Anı Yayıncılık.
  • Tunç, B., İnandı, Y., & Gündüz, B. (2015). Inspection and teachers’ emotions: An emotional evaluation of inspection. International Journal of Human Sciences, 12(1), 554-568. doi: 10.14687/ijhs.v12i1.2807
  • Ulutaş, B., & Günaydın, F. (2022). Okul müdürlerinin gözünden öğretmen denetimleri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 56, 259-286. https://doi.org/10.9779.pauefd.1074849
  • Ünal, A., & Şentürk, R. (2011). İlköğretim okul müdürlerinin ders denetimi uygulamaları. In,20.Ulusal Eğitim Bilimleri Kurultayı (8-10 Eylül 2011 Burdur) Bildiri Özetleri. (s. 165). Pegem. Akademi. https://l24.im/so9wdT
  • Yıldırım, A., & Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayıncılık.
  • Zepeda, S. J. (2019). Job-embedded professional learning: Federal legislation and national reports as levers. In M. L. Derrington & J. Brandon (Eds.), Differentiated teacher evaluation and professionallearning: Policies and practices for promoting teacher career growth (pp. 173–195). Palgrave Publishing.
There are 52 citations in total.

Details

Primary Language Turkish
Subjects Education Management
Journal Section Articles
Authors

Hasan Hüseyin Pomay 0000-0002-4343-6635

Ali Ünal 0000-0003-2967-2444

Early Pub Date October 22, 2023
Publication Date October 29, 2023
Acceptance Date September 26, 2023
Published in Issue Year 2023 Volume: 5 Issue: 3 - Türkiye Cumhuriyeti 100.Yıl Özel Sayısı

Cite

APA Pomay, H. H., & Ünal, A. (2023). Okul Müdürlerinin Denetim Görevlerini Yerine Getirmede Karşılaştıkları Güçlükler. Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 5(3), 694-712. https://doi.org/10.38151/akef.2023.79

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