Opinions of teachers and school administrators on current and demanded supervision practices

Current and demanded supervision practices

Abstract

Educational processes are supervised by administrative chiefs or inspectors for teachers and school administrators. Supervision may be stressful for those inspected although some time is given for preparation through prior notice. However, supervision, a way to improve the training and management processes as intended, should not be a phenomenon creating tension in psychosocial environment of an organization. Concretization of problems arising from the probing-inquiring nature of supervision contributes to the fact that supervision process may be experienced more peacefully for both supervisor and supervised. This research aims to determine perceptions of teachers and administrators about current supervision practices and their views on how and for what purpose supervision should be carried out. It includes qualitative and quantitative data analysis in a descriptive research design, in which a measurement tool consisting of semi-structured and open-ended items was applied to participants. Findings reveal that the participants are not content with being supervised under current circumstances and that they would only be partially satisfied with being supervised if supervision is conducted on their own terms. Supervision processes are inefficient due to implementation problems and that they are perceived as unnecessary in their current forms for the participants. In addition, participans find supervision useful and necessary only when reliable measurements are applied and several different data sources are used in a way that would provide professional development for them. Based on these results, supervision in organizations should be handled with an approach including management of complex systems in an environment of uncertainty.