Discrepancies in Job Descriptions of Educational Supervisors and Role Conflicts Across The World

Öz

Due to lack of sufficient comparative studies on dicrepancies in job descriptions of supervisors across the world, this research study aims to compare different job descriptions across the world and create an awareness on the problems owing to role conflicts, and to contribute to the debate over these problems. As a result of this study, discrepancies and differences have been analyzed, and four main problems have been determined: 1. Overloaded responsibility, 2. Dispersion in jobs, 3. Inclusion of other activities that are less related to core functions of supervisors, 4. Role conflicts. These four problems alone show discrepancies in job decsriptions and role conflicts. However, the more these problems increase, the more discrepancies that supervisors are likely to face will appear and it will be very difficult for supervisors to play their own roles. From this point of view, ob descriptions should be redefined especially for supervisors in a more coherent way

Anahtar Kelimeler

• Supervisor, supervior job description, role conflicts

DÜNYA ÖLÇEĞİNDE EĞİTİM DENETMENLERİNİN İŞ TANIMLARINDAKİ ÇELİŞKİLER VE ROL ÇATIŞMALARI

Öz

Denetmenlerin iş tanımlarındaki çelişkiler ile ilgili dünya ölçeğinde yeterince karşılaştırmalı çalışmalar olmamasından hareketle yapılan bu araştırmada, birçok ülkedeki denetmenlerin iş tanımları karşılaştırılarak özellikle rol çatışmalarından dolayı yaşanan sorunlarla ilgili bir farkındalık yaratılması ve bu bağlamda yapılacak tartışmalara katkı yapılması hedeflenmektedir. Bu çalışma sonucunda, denetmenlerin iş tanımlarında ortaya çıkan çelişki ve farklılıklar analiz edilerek dört temel sorun belirlenmiştir: 1. Çok fazla sorumluluk, 2. Görevlerde dağınıklık, 3. Denetmenin temel görevleri ile çok az ilişkisi olan etkinliklerin iş tanımlarına dâhil edilmesi, 4. Ortaya çıkan rol çatışmaları. Bu dört sorun bile tek başına, denetmenlerin iş tanımındaki çelişkilerin karmaşıklığını göstermektedir. Kaldı ki, bu kategoriler arttıkça, bunlar arasındaki farklılıklar da doğal olarak artacak ve denetmenlerin de çok daha fazla sorumlulukla birlikte, bu sorumluluklara ilişkin dağınıklık ile karşı karşıya kalma riski de o ölçüde artacaktır. Bu bağlamda, başta denetmenin rolü olmak üzere bu rollerin tanımının yeniden ve daha tutarlı bir şekilde yapılması gerekmektedir

Anahtar Kelimeler

• Denetmen, denetmen iş tanımı, rol çatışması

Kaynakça

1. Alvarez, Areces, V., Perez Collera, A. (1995). The Spanish inspectorate in search of a modern model of inspection. In: Boyd-Barrett, O., O'Malley, P. (Ed.). Education Reform in Democratic Spain. London, Routledge.
2. Başar, H. (2000). Eğitim Denetçisi. Ankara: PegemA Yayıncılık.
3. Beach, D.M. and Judy, R. (2000). Supervisory leadership: Focus on instruction. Boston: Allyn and Bacon Publishers.
4. Bernard, J. M., & Goodyear, R. K. (2014). Fundamentals of clinical supervision (5th ed.). Boston: Pearson.
5. Braaksma, J.; Heinink, A.L. (1993). 'Educational support agencies in some European countries' in: International Review of Education, 39 (3), 207-221.
6. Bude, U., Coombe, С., Muwowo, В., Nashire, N . (1995). Teacher development for free primary education in malawi, Final Report. Bonn.
7. Cheng, K . M . (1996). The quality of primary education: A case study of zhejiang province, China. Paris, UNESCO/IIEP.
8. Christ, I. (1995). 'L'Inspection dans le système éducatif allemand'. In: Revue internationale d'éducation, 8, pp. 133-140.

9. Cohen, M. (2000). Functional approach to school administration. New York: McGraw Hill.
10. Commonwealth Secretariat (1974). Sixth commonwealth education conference report. London: Commonwealth Secretariat.
11. EURYDICE (1991) . Les structures de l'administration et de l'évaluation des écoles primaires et secondaires. Brussels: Commission of the European Communities.
12. Falender, C. A., Burnes, T. R., & Ellis, M. V. (2012). Multicultural clinical supervision and benchmarks:
13. Empirical support informing practice and supervisor training. The Counseling Psychologist, 41, 8-27.
14. Farquahar, R.H. (1991). 'The school superintendent in Canada'. In: Walker, W ; Farquhar, R.; Hughes, M . op. cit.
15. Filp, J. (1993). The 900 schools programme: improving the quality of primary schools in impoverished areas of Chile. Paris, UNESCO/IIEP.
16. Gaziel, H . H . (1979). 'Role set conflict and role behaviour in an education system: an empirical study of the Israeli general inspector of schools, in: Tlie Journal of Educational Administration, 17 (1), pp. 58-67.
17. Göker, S. D. (2006a). Leading for learning: Reflective management in EFL. Theory into Practice. 45(2), 187-196.
18. Göker, S. D. (2006b). Impact of peer coaching on self-efficacy and instructional skills in TEFL teacher education. System, An International Journal of Educational Technology and Applied Linguistics, 34(2) 239-254.
19. Govinda, R., Varghese, N.V. (1993). Quality of primary schooling in India:A case study ofMadhya Pradesh. Paris, UNESCO/IIEP.
20. Grimmett, P., Crehan, E. (1992). 'The nature of collegiality in teacher development: the case of clinical supervision' in: Fullan, Hargreaves, op. cit., pp. 56-85.
21. Hanriot, M . (1991). 'Le rite de l'inspection' in: Education et management, 6, 30-33.
22. Harvey, C., Williams, G . (1991). 'School supervision in the West Indies: focus on Trinidad and Tobago' in: Walker, W ; Farquhar, R.; Hughes, M . , op. cit., 188- 201.
23. Hopes, С. (1992). The role of inspectorate and inspectors in the development and monitoring of school management and effectiveness. Paris: OECD, DEELSA.
24. Lafond, A., Huser, M., Reisz, D., Odie, J.L., Bénazet (1991 and 1992 rev. ed.). School inspectorates in he member states of the European Community: France. Germany, Deutsches Institut für Internationale Pädagogische Forschung. Abteilung Recht und Verwaltung.
25. Lyons, R.F.; Pritchard, M . W . (1976). Primary school inspection: a supporting service for education. Paris: UNESCO/IIEP.
26. Maes, B., Vereecke, E., Zaman, M. (1999). Inspectorates of education in Europe: A Descriptive Study, Brussels: SICI.
27. Maldives. Ministry of Education (1995). Manual of guidelines and instructions for ministry- and school-based supervisory staff. Maldives: Ministry of Education.
28. Marczely, B. (2001). Supervision of education: A differentiated approach with legal perspectives. Gaithersburg,Md: Aspen Publishers.
29. Mauritius. Ministry of Education, Arts and Culture (1991). Master plan forthe year 2000. Mauritius.
30. Nwaham C.O. (2008). School administration and supervision of instruction. Agbor: Krisbee Publishers.
31. O E C D (1995). Schools under scrutiny. Paris: O E C D, Centre for Educational Research and Innovation, CERI.
32. OFSTED (1995). Class size and the quality of education, A report from the Office of Her Majesty's Chief Inspector of Schools. London: OFSTED..
33. Olivera, C E . (1984). The role of the school inspectorate in planimplementation: a systemic approach. Paris: UNESCO/IIEP.
34. Olivera, C E . (1979). The administration of educational development in Latin America. Paris: UNESCO/IIEP Research Report.
35. Pauvert, J .С (1987). Senior educational personnel: new functions and training, Vol. 1: Overview. Paris: UNESCO.
36. Perier, P. (1995). Les inspecteurs pédagogiques régionaux, Etude qualitative sur les tâches et les missions. France, Ministère de l'Education Nationale.
37. Ravier, J. (1992). 'L'Inspection primaire des origines à nos jours, les dates clefs de son histoire' in: Savoir Education Formation, 4 (3), pp. 439-512.
38. Reiser, R. P., & Milne, D. (2012). Supervising cognitive-behavioral psychotherapy: Pressing needs, impressing possibilities. Journal of Contemporary Psychotherapy, 42, 161-171.
39. Sabancı, A. & Günbayı, İ. (2004). İlköğretim Denetmenlerinin Görev Alanlarının ve Yüklerinin Yeterlik Alanları Açısından Değerlendirmesi (Antalya İli Örneği). Akdeniz Üniversitesi Eğitim Fakültesi Dergisi. 1, 114–121.
40. Sergiovanni, T. J. & Starratt, R. J. (1993). Supervision, a redefinition. N e w York: McGraw-Hill.
41. Sergiovanni, T.J. & Starrat, R.J. (2002). Supervision: A Redefinion. (Seventh Ed.). New York: McGraw-Hill Higher Education. A Division of McGraw-Hill Book Companies. The Senior Chief Inspector of Her Majesty's Inspectorate;
42. Stillman, A . (1991). School inspectorates in the member states of the European Community:England and Wales. Germany, Deutsches Institut für Internationale Pädagogische Forschung. Abteilung Recht und Verwaltung. U K , Her Majesty's Inspectorate.
43. Singhal, R.P., Bhagia, N . M., Kalpande, V.A., Nair, T. K. D. (1986). Schoolinspection system: a modem approach. NIEPA, N e w Delhi: Vikas Publishing House.
44. Smyth, J., Garman, N. (1989). 'Supervision as school reform: a critical perspective' in: Journal of Education Policy, 4 (4), pp. 343-361.
45. Sullivan, S. and Glanz, J. (2000). Supervision that improves teaching: Strategies and techniques. Thousand Oaks, California: Corwin Press.
46. Swartz, R. (1994). School management, teacher development andsupport, Proceedings of a Conference held at Eskon Centre, Midrand, August 1994. University of the Witwatersrand/ NECC.
47. Taymaz, A.H. (2002). Eğitim Sisteminde Teftiş. Ankara: PegemA Yayıncılık.
48. TTA. (2003). Qualifying to Teach: Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training. London: Teacher Training Acency.
49. UNESCO/PROAP (1991). Micro-level educational planning and management: handbook. Bangkok: UNESCO/PROAP.
50. Watson, J.K.P. (1994). 'School inspectors and supervision' in: The International Encyclopedia of Education: research and studies, 2nd ed., V.12. London, Pergamon.
51. Webb, K. (1991). 'Supervision: is it really helping teachers?' in: McKay, L; Caldwell, B.J. (1991) op. cit., ss. 107-122.