Okul yöneticilerinin denetim uygulamalarına ilişkin sınıf öğretmenlerinin görüşleri
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Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Dicle Üniversitesi, Eğitim Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırma resmi ilkokullarda görev yapmakta olan sınıf öğretmenlerinin, okul yöneticilerinin yapmış olduğu ders denetimi konusundaki görüşlerini belirlemeye yönelik olarak gerçekleştirilmiştir. Araştırmada nitel araştırma desenlerinden fenomenoloji deseni kullanılmıştır. Araştırma, Batman ili Merkez ilçesinde, resmi ilkokullarda görev yapan ve denetim geçiren sınıf öğretmenlerini içermektedir. Batman il merkezinde 46 resmi ilkokul ve bu okullarda görevli 1120 sınıf öğretmeni mevcuttur. Araştırmanın çalışma grubunu uygun örnekleme yöntemi ile seçilen 7 ilkokul ve bu ilkokullarda görevli 30 sınıf öğretmeni oluşturmaktadır. Araştırmada verilerin toplanması amacıyla yarı yapılandırılmış görüşme formları kullanılmıştır. Elde edilen veriler betimsel analiz ve içerik analizi yöntemleri ile analiz edilmiştir. Analiz edilen veriler neticesinde kodlar ve alt temalar belirlenerek temalar oluşturulmuştur. Yapılan analizlerde okul yöneticilerinin yaptıkları ders denetimlerinin öğretmene olan katkılarında en çok öğretmenlerin bireysel performanslarına dikkat edildiği görülmüştür. Denetim esnasında öğretmenlerdeki eksikliklerin görülerek kendilerini mesleki ve bireysel açıdan geliştirmelerine imkân tanınması ve bu bağlamda okul müdürünün rehberlik etmesi araştırmanın bulguları arasında olduğu görülmüştür. Ders denetimlerinde yaşanan sorunlar değerlendirildiğinde öğrencilerin okul müdürünün sınıfta olmasından kaynaklı odak problemi yaşadığı, denetimlerin objektiflikten uzak olduğu bu bağlamda gergin ve stresli bir ortamın oluştuğu bulgusuna ulaşılmıştır. Ders denetimi öncesi ve sonrasında okul yöneticilerinin çoğu öğretmen ile iletişime geçmektedir. Okul müdürünün denetim rolünün değerlendirildiği bu konuda ise sınıf öğretmenlerinin çoğunluğu okul müdürünün denetiminden memnun oldukları bulgusuna ulaşılmıştır. Ayrıca alternatif bir ders denetimi konusundaki veriler değerlendirildiğinde denetçi statüsündeki okul müdürlerinin alanında uzman olması gerektiği, standart ölçeğe dayalı bir öğretmen-öğrenci değerlendirme formlarına göre hareket etmenin zorunlu olması gerektiği ve denetim süreçlerinde okul müdürü ile sınıf öğretmeninin sürekli iletişim halinde olması gerektiği sonuçlarına ulaşılmıştır.
This research was carried out to determine the opinions of classroom teachers working in public primary schools regarding course supervision by school administrators. The phenomenology pattern, one of the qualitative research designs, was used in the research. The research includes classroom teachers working in public primary schools in the central district of Batman province and undergoing inspection. There are 46 public primary schools in Batman city center and 1120 classroom teachers working in these schools. The sample consists of 7 primary schools selected from the universe by random method and 30 classroom teachers working in these primary schools. Semi-structured interview forms were used to collect data in the study. The data obtained was analyzed using descriptive analysis and content analysis methods. As a result of the analyzed data, codes and sub-themes were determined and themes were created. As a result of the analysis, it was seen that the school administrators' contribution to the teachers during the course inspections paid most attention to the individual performances of the teachers. It was observed that among the findings of the research, the deficiencies of the teachers were seen during the inspection and that they were given the opportunity to improve themselves professionally and individually and that the school principal provided guidance in this context. When the problems experienced in course supervision were evaluated, it was found that students had focus problems due to the presence of the school principal in the classroom, and that the supervision of school administrators was far from objectivity and sincerity, thus creating a tense and stressful environment. Although the number of school administrators who contacted the teacher before and after the lesson inspection varied, it was found that the majority of them were contacted and were satisfied with this. In this regard, where the supervision role of the school principal is evaluated, it has been found that the majority of classroom teachers are satisfied with the supervision of the school principal. When the data were evaluated, it was concluded that school principals should be experts in their field, they should act according to evaluation forms based on standard scales, and the school principal and teacher should be in communication.
This research was carried out to determine the opinions of classroom teachers working in public primary schools regarding course supervision by school administrators. The phenomenology pattern, one of the qualitative research designs, was used in the research. The research includes classroom teachers working in public primary schools in the central district of Batman province and undergoing inspection. There are 46 public primary schools in Batman city center and 1120 classroom teachers working in these schools. The sample consists of 7 primary schools selected from the universe by random method and 30 classroom teachers working in these primary schools. Semi-structured interview forms were used to collect data in the study. The data obtained was analyzed using descriptive analysis and content analysis methods. As a result of the analyzed data, codes and sub-themes were determined and themes were created. As a result of the analysis, it was seen that the school administrators' contribution to the teachers during the course inspections paid most attention to the individual performances of the teachers. It was observed that among the findings of the research, the deficiencies of the teachers were seen during the inspection and that they were given the opportunity to improve themselves professionally and individually and that the school principal provided guidance in this context. When the problems experienced in course supervision were evaluated, it was found that students had focus problems due to the presence of the school principal in the classroom, and that the supervision of school administrators was far from objectivity and sincerity, thus creating a tense and stressful environment. Although the number of school administrators who contacted the teacher before and after the lesson inspection varied, it was found that the majority of them were contacted and were satisfied with this. In this regard, where the supervision role of the school principal is evaluated, it has been found that the majority of classroom teachers are satisfied with the supervision of the school principal. When the data were evaluated, it was concluded that school principals should be experts in their field, they should act according to evaluation forms based on standard scales, and the school principal and teacher should be in communication.
Açıklama
Anahtar Kelimeler
Denetim, Okul yöneticisi, Ders denetimi, Supervision, School administrator, Course supervision
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Kaya, S. E. (2024). Okul yöneticilerinin denetim uygulamalarına ilişkin sınıf öğretmenlerinin görüşleri. Yayımlanmamış yüksek lisans tezi, Dicle Üniversitesi, Diyarbakır.
