Öğretmenlerin, uyguladıkları öğretim süreçleri konusunda dönüte ihtiyaçları vardır. Öğretmenlerden daha deneyimli olan okul müdürleri tarafından yapılan denetim faaliyetleri, öğretmenlerin bu ihtiyaçlarını karşılamada önemli bir işlev üslenmektedir. Denetim ilkelerine uygun olarak, öğretmenle işbirliği içerisinde yapılan denetim faaliyetleri öğretmenlere sağlıklı dönütler oluşturarak, onların mesleki gelişimlerine katkı sağlaması beklenmektedir.
Bu araştırmanın amacı Din Kültürü ve Ahlak Bilgisi (DKAB) öğretmenlerinin okul müdürleri tarafından yapılan denetime ve mesleki gelişime ilişkin görüşlerini belirlemektir. Bu amacı gerçekleştirmek için 2018-2019 öğretim yılında 297 DKAB öğretmeni ve 186 okul müdüründen anket ve yarı yapılandırılmış mülakat yöntemiyle veri toplanmıştır. Anket yoluyla toplanan veriler SPSS programıyla analiz edilmiş ve katılımcıların cevaplarında derinlenmesine incelenmesi gereken konularla ilgili mülakatlar yapılmıştır. Elde edilen veriler tablolaştırılarak yorumlanmıştır. Ayrıca, katılımcı görüşlerinin farklı değişkenlere göre anlamlılığı belirlenmeye çalışılmıştır.
Araştırma sonucunda, DKAB öğretmenlerinin sorumluluklarını çoğunlukla yerine getirdiği, denetim sonrası yapılan rehberliğe önem verme ve kendini geliştirme konusunda istekli olduğu, okul müdürleri tarafından denetim sonrası yapılan değerlendirmelere itiraz etmedikleri görüşünde oldukları belirlenmiştir. Bazı okul müdürleri, DKAB öğretmenlerinden denetim, rehberlik ve gelişime açık olma konusunda beklentilerinin, diğer öğretmenlere de örnek olacak şekilde önde olmaları gerektiği yönünde olduğunu fakat gözlemleri sonucu bunun branşla değil, öğretmenin kişiliği ile ilgili olduğunu, bireysel olarak diğer branş öğretmenlerinin çok önünde olan DKAB öğretmenleri olduğu gibi, gerisinde olanlara da rastladıklarını belirtmişlerdir.
This study aims to determine the views of Religious Culture and Moral Knowledge (RCMK) teachers on supervision, counseling and professional development activities organized by school principals. The study was designed through the survey model, and by using the mixed method, which is defined as the combination of qualitative and quantitative techniques in a study or consecutive studies. The reason for using the mixed method is to clarify and elaborate on data by comparing the quantitative data collected through questionnaires from a larger number of participants with qualitative data obtained from a limited number of participants. The exploratory sequential mixed methods design used in the study began with collecting and analyzing quantitative data that responds to the research question, followed by obtaining and analyzing qualitative data. The data collected from the quantitative research become more significant along with the data in the qualitative research to achieve in-depth analysis.
The sample group of the study consisted of 297 RCMK teachers and 186 school principals working in the town centers of Kilis and Gaziantep provinces in the 2018-2019 academic year. The sample group was given the questionnaire developed by the researcher with the permission received from the relevant authorities. Following the questionnaires, interviews consisting of semi-structured questions were conducted with 10 RCMK teachers and 10 school principals to determine whether or not there were any similarities or differences between varying situations. Variables such as different school types, seniority, gender and educational status were taken into account by using the maximum diversity sampling method in selecting teachers and principals for interviews.
The relevant data were then uploaded and analyzed on the SPSS 25.0 software. The statistical operations required in the process were performed on the same software product. Interviews were organized in such a way to contain the issues to be examined in depth in the answers of the participants. The resulting data were tabulated to interpret properly. Also, the extent to which the participant views differed was determined in consideration of the independent variables.
The opinions of the RCMK teachers about supervision, counseling and professional development in terms of different variables indicated that female teachers agreed to the view that they ‘fulfill their duties and responsibilities on time’ more than male teachers did, and those who graduated from the Faculty of Theology agreed to the view that they ‘conform to the course start/end times’ more than those who graduated from the Department of Primary Education, RCMK Teaching did. It was also concluded that female teachers agreed to the view that they ‘participate in in-service trainings for the purpose of self-development’ more than male teachers did, and likewise, teachers with contracts agreed to that view more than permanent teachers did.
Most of the school principals in the study stated that the RCMK teachers fulfill their duties and responsibilities and conform to the start/end times. Some school principals, on the other hand, stated that they had higher expectations from the RCMK teachers in terms of integrity in what they say and what they do, yet they did not see that awareness in all RCMK teachers.
As a result of the study, it appeared that the extent the school principals agreed to the opinion that the RCMK teachers are generally willing to receive counseling and self-development following the supervision practices of the school principals, and that they are more open to supervision than other teachers, was not as high as what the RCMK teachers stated. During the interviews, some school principals stated that their expectation from the RCMK teachers in terms of supervision, counseling and being open to development is that the RCMK teachers should set a good example to lead other teachers in this regard. The participating principals further stated that, based on what they observed, teachers’ relevant attitudes were not directly related to their branch of teaching, but to their personality, and therefore, they had come across such RCMK teachers who lagged behind the teachers from other branches, as well as those RCMK teachers who were ahead of other branch teachers individually.
According to the results, the study recommended that the supervision reports of the RCMK teachers should be shared with YÖK and the Faculties of Theology/Islamic Sciences for the purpose of creating appropriate teaching programs, and that relevant institutions should be cooperated with for the sake of developing the competencies of the RCMK teachers in order to solve the problems about their competencies observed as a result of the supervision work.