Academic journal article International Education Studies

Assessment of Counselors' Supervision Processes

Academic journal article International Education Studies

Assessment of Counselors' Supervision Processes

Article excerpt


The aim of this study is to investigate elementary and high school counselors' supervision processes and efficiency of their supervision. The interview method was used as it was thought to be better for realizing the aim of the study. The study group was composed of ten counselors who were chosen through purposeful sampling method. Data were collected via an interview form prepared for this study and analyzed using the descriptive analysis method. Findings were grouped under nine themes: informed supervision, meeting, construction of supervision process, the focus of supervision process, communication, interaction, assessment, period, and effectiveness. According to the results of the research: education supervisors and ministerial supervisors' activities related to the supervision are not compatible with the aims of supervision and they act in a similar manner. So supervision of counselors working at primary and high school is not effective.

Keywords: school guidance services, counselor, counseling teacher, education supervisor, ministerial supervisor

1. Introducation

In the education and organizational theory literature, supervision is identified as the process of guiding and leading people in their work to implement the goals of organization (Daresh, 2001). The supervision of the teacher is an organizational function concerned with promoting teacher growth, leading to improvement in teaching performance and greater student learning (Nolan & Hoover, 2008; Sullivan & Glanz, 1999). In this definition, the main component is instructional supervision. Instructional supervision is the act of working professionally with teachers to determine what works best in the classroom and what needs to be improved (Zepeda, 2007). In the light of this information, the aim of educational Supervision is to achieve student success, teacher development, and educational equity by enhancing cooperation among educators and, thus, to improve teaching and school success (Glickman, Gordon, & Ross-Gordon, 2004). Garmston, Lipton, and Kaiser (1998) name three different functions of supervision: supervision should improve instruction, must develop an educator's potential for growth, and should improve the organization's ability to renew and grow.

When related literature is reviewed, to fulfill its functions, three characteristics of supervision come into prominence. First, supervision, built on trust, is a collaborative process between the supervisor and the teacher (Acheson & Gall, 1997; Pajak, 1990; Sergiovanni, 1982). Second, through reflection and ownership, supervision fosters individual teacher growth (Glickman, et al., 2004; Pajak, 1990; Sergiovanni, 1982). Third, the primary aim of supervision is the improvement of teaching and learning, which enhances the quality of instruction offered to students (Glickman, et al., 2004; Pajak, 1990; Sergiovanni, 1982). The motive for supervision is that only the individual himself can change his behaviors. To achieve this, supervision effort is to be carried out continuously in line with the development levels of teachers (Aydin, 1986). The supervisor is no longer the expert, passing along judgments and advice to teacher technicians. Instead, the teacher is an equal who contributes valuable expertise and experience to the supervisory process (Poole, 1994, p. 287).

There are various views about what the roles of the education supervisors should be. According to Baçar (1995), the source of this variation is that the roles of supervisors are grouped with different points of views in terms of their duties, behavioral patterns, individual features, and supervision. Considering all different grouping of supervisors' roles, Baçar identified these roles as leadership, directorship, guidance and helping, in-service education, researching, and inquisitiveness. Olivia and Pawlas (2001) state that service-oriented supervisors are to fulfil coordinator, consultant, group leader, and evaluator roles. …

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