ELT Teachers' and School Principals' Perspectives Regarding the Supervisory Process in Turkey

Yıl 2022, Cilt 42, Sayı 3, 2431 - 2467, 30.12.2022

Zeynep BÜTÜN IKWUEGBU

https://doi.org/10.17152/gefad.1136783

Öz

This study, with an aim to understand English language teaching (ELT) teachers` and school principals` perspectives regarding the supervisory process in Turkey, adopted a qualitative approach. Three public schools (a primary, a secondary and a high school) were selected, and six ELT teachers and three school principals formed the sample. Semi-structured interviews were carried out with the ELT teachers and school principals, and observation forms filled out by the school teachers were analysed as well. Five themes emerged from the data analysis, which highlight the issues regarding the supervisory process. These are; teacher supervision is not grounded on a well-planned process, supervision cycle lacks the pre-meeting phase, school principals are regarded as the ultimate authority, principals are not qualified enough to supervise ELT teachers, and the official teacher supervision guidelines lack sufficient information.

Anahtar Kelimeler

Teacher supervision, Teacher development, ELT teachers

Türkiye`deki İngilizce Öğretmenlerinin ve Okul Müdürlerinin Sınıf Denetim Sürecine İlişkin Perspektifleri

Öz

Türkiye'deki İngilizce öğretmenlerinin (ELT) ve okul müdürlerinin denetim sürecine ilişkin bakış açılarını anlamak amacıyla yapılan bu çalışma, nitel bir yaklaşım benimsemiştir. Üç devlet okulu (bir ilkokul, bir ortaokul ve bir lise) seçilmiş ve altı İngilizce öğretmeni ve üç okul müdürü örneklemi oluşturmuştur. İngilizce öğretmenleri ve okul müdürleri ile yarı yapılandırılmış görüşmeler yapılmış ve okul öğretmenleri tarafından doldurulan gözlem formları da analiz edilmiştir. Veri analizinden, denetim süreciyle ilgili konuları vurgulayan beş tema ortaya çıkmıştır. Bunlar; öğretmen denetimi iyi planlanmış bir sürece dayanmamaktadır, denetim döngüsü toplantı öncesi aşamadan yoksundur, okul müdürleri nihai otorite olarak kabul edilmektedir, müdürler İngilizce öğretmenlerini denetlemek için yeterli niteliklere sahip değildir ve resmi öğretmen denetim yönergeleri yeterli bilgiden yoksundur.

Anahtar Kelimeler

Öğretmen denetimi, Öğretmen gelişimi, İngilizce öğretmenleri

Kaynakça

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