Academic journal article Kuram ve Uygulamada Egitim Bilimleri

The Functionality of Guidance and Supervision Visits Made by Supervisors in Primary Schools

Academic journal article Kuram ve Uygulamada Egitim Bilimleri

The Functionality of Guidance and Supervision Visits Made by Supervisors in Primary Schools

Article excerpt

Abstract

In this study, it was aimed to determine to what extent the problems detected at the guidance and supervision reports could be solved and in this context, to what degree these visits were functional. So, with a qualitative research approach, data were obtained at two stages and analyzed through NVivo 7 software. At the first stage, the guidance and supervision reports of 2007-2008 academic year were obtained from Education Supervisors Board and were analyzed comparatively for forty primary schools which were randomly selected from the schools in the city center of Yozgat. At the second stage, ten education supervisors were interviewed. The results of the research showed that there were some problems unsolved at each of the six categories (physical situation, instructional situation, clerical works, student affairs, personnel affairs and affairs of budget and movable goods). Especially the physical problems that necessitate pecuniary resource and instructional problems that require some competencies related to the new curriculum were revealed to remain unsolved in most of the schools. It was recommended for schools to be allocated a sufficient budget and for school administrators and teachers to be equipped with necessary competencies to solve problems.

Key Words

Guidance, Supervision, Education Supervisors, School Administrators, Teachers.

The primal approach in modern supervision is developing education and instruction in a process-based way. So, modern supervision is viewed as a process that is based on human relations, improvement and development, team work, cooperation, professional assistance, guidance, and motivation (Aydin, 1986, 1987; Basar, 1998). Thus, supervision takes responsibilities of analyzing, evaluating and developing teaching and learning activities and environments. In this approach, supervision has a function of providing support and assistance for stakeholders such as teachers and administrators for developing the process, therefore, has an effect on the quality of instructional outcomes (Ünal, 1989).

The related research showed that supervision has a positive effect on efficiency and effectiveness of educational organizations (Basar, 1998). Effective supervision is needed for ensuring school effectiveness and developing an effective learning environment (Sergiovanni & Starrat, 1993; Sullivan & Glanz, 2004). Also, effective supervision is among the most important tools for improving the quality of schools (De Grauwe, 2007).

Classical supervision approach -that is bureaucratic, suppressing, having a negative view on the nature of human and so assuming that personnel should be under the pressure of external supervision- is viewed as inefficient for causing educational organizations to succeed in getting desired outcomes (Sullivan & Glanz, 2000). In the context of modern supervision approaches, in order to ensure the effectiveness and functionality of supervision, cooperation and equality based relations between supervisor and teacher, participative decision-making at the end of the supervision, reflective listening and applications, self-evaluation, and self-direction of teachers are advised (Glanz, 2000; Hoy & Forsyth, 1986). As a result of this approach, teachers are expected to attain a development level to take all the responsibilities of improving their own instructional applications with the professional assistance of supervisor (Çelik, 2002; Grashel, 1997).

The Responsibilities of Supervisors in Turkish Education System

Supervision tasks are performed by ministry supervisors and education supervisors in Turkish education system. Ministry Supervisors are responsible for performing the duties of supervision and inquiry about the central, provincial and external organization of the Ministry and they are responsible for supervising all the activities of the subordinate bodies and schools of the Ministry (Milli Egitim Bakanligi [MEB], 1993). …

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