İLKOKULLARDA DERS DENETİMİNE İLİŞKİN ÖĞRETMEN GÖRÜŞLERİ

Abstract

Araştırmanın amacı, ilkokul öğretmenlerin ders denetimi ile ilgili görüşlerini ortaya çıkarmaktır. Araştırmada amaçlı örnekleme yöntemlerinden maksimum çeşitlilik örneklemesi kullanılmıştır. Araştırmanın çalışma grubu 2015-2016 eğitim yılı Sivas ile merkez ilçe ilkokullarında görev yapan 20 öğretmenden oluşmaktadır. Veriler, yarı yapılandırılmış görüşme formu ile toplanmıştır. Veri analizinde betimsel, içerik analizi kullanılmıştır. Araştırmacılar tarafından kodlar ve temalar tutarlılık gösterecek şekilde belirlenmiştir. Bu kodlar ve temalar düzenlenerek frekans tablosu elde edilerek bulgular tanımlanmış ve yorumlanmıştır. Ayrıca bireylerin görüşlerini olduğu gibi yansıtmak için sık sık doğrudan alıntılara yer verilmiştir. Araştırma sonuçlarına göre öğretmenlerin çoğu ders denetiminin yapılmamasını istemekle beraber gerekçesini kısa sürede değerlendirmenin tam bir değerlendirme olamayacağı şeklinde açıklamışlardır. İlkokul öğretmenlerinin denetimin ilkelerine ilişkin görüşleri daha çok nesnel ilkelere ağırlık vermesi üzerinde yoğunlaşmış ve gerekçe olarak objektif bir değerlendirme ile izin alınarak denetleme yapılmamasını dile getirmişlerdir. Araştırmada ders denetimi hangi sıklıkla yapılması gerektiğine ilişkin ulaşılan bulgu ihtiyaç duyulduğunda ifadesidir. İlkokul öğretmenleri, ders denetiminde okul yöneticilerini uzman olarak görmedikleri gibi ders denetiminin müfettişler tarafından yapılmasını da istemedikleri ortaya çıkmıştır. Öğretmenler arasında işbirliğinin yeterli düzeyde olduğu zümre denetiminin gerekli olmadığı ulaşılan sonuçlardan bir diğeridir. Araştırma sonuçlarına göre ders denetiminin yapılmaması, geliştirme amaçlı olarak yapılacak ders denetimlerde okul müdürlerinin yeterliliğini artırmak için gerekli eğitim programlarını almaları önerilerden birkaçıdır

The purpose of the study is to determine the opinions of primary school teachers regarding classroom supervision. The study group consist of 20 primary school teachers who works in the centre of Sivas in 2015-2016 academic year. Data analyzed by descriptive and content analysis. The findings show that teachers think that classroom supervision should not be conducted. The primary school teachers’ opinions show that supervision should be objective and conducted by getting permission. The findings regarding how often supervision should be conducted is that when there is a need according to teachers’ opinions. According to many teachers’ opinions, principals are not expert on classroom supervision and they also do not want the inspectors to conduct- classroom supervision. The opinions of the teachers whether classroom supervision should be conducted or not for the branch teachers as a group is that it should not. It should be suggested that classroom supervision should be removed. It can be suggested that principals must be trained for classroom supervision - by ministry of national education. The election of principals should be determined through objective citerias. Supervision regulation can be reregulated as to conduct at regular intervals. Whenever there is a need, it should be conducted as a mechanism of feedback by principals or inspectors.The purpose of the study is to determine the opinions of primary school teachers regarding classroom supervision. The study group consist of 20 primary school teachers who works in the centre of Sivas in 2015-2016 academic year. Data analyzed by descriptive and content analysis. The findings show that teachers think that classroom supervision should not be conducted. The primary school teachers’ opinions show that supervision should be objective and conducted by getting permission. The findings regarding how often supervision should be conducted is that when there is a need according to teachers’ opinions. According to many teachers’ opinions, principals are not expert on classroom supervision and they also do not want the inspectors to conduct- classroom supervision. The opinions of the teachers whether classroom supervision should be conducted or not for the branch teachers as a group is that it should not. It should be suggested that classroom supervision should be removed. It can be suggested that principals must be trained for classroom supervision - by ministry of national education. The election of principals should be determined through objective citerias. Supervision regulation can be reregulated as to conduct at regular intervals. Whenever there is a need, it should be conducted as a mechanism of feedback by principals or inspectors.Purpose: the purpose of the study is to determine the opinions of primary school teachers regarding supervision in the classroom. There are these questions in order to achieve the aim. 1) What do you think about supervision in the classroom is conducted by principal or inspectors? 2) What sort of principals do you want to perform an application of supervision? 3) How often should the supervision in the classroom be conducted? Why? 4) What do you think about the efficicay of the principals regarding supervision in the classroom? 5) Do you approve of supervision in the classroom conducted by principals? Why? 6) Is the supervision conducted by group teacher in progress? a) If it is in progress, how to application do you want? If it is not in progress, what do you think about what the reason is? Methods Patterns of a qualitative research method is phenomenology used in the study. It ıs aimed that to examine all parts of a phenomenon or a case in the phenomenology design. One of the purposive sampling method is maximum variation sampling method was used. The study group consists of ten women and ten men primary school teachers work in center of Sivas in 2015-2016 academic year. The semi-structured interview form was formed by scanning literature and receiving teachers’ opinions about questions. As well as, it was received opinions of an expert of on qualitative study and opinions of three lecturers to form the semistructured interview form. Data analyzed by descriptive analysis, content analysis and by continuous binary comparison method. Content analysis is described as a process of providing decoding enterer of given text and numerical description of it (Simon and Burstein, 1985; trans. Balcı, 2010). Descriptive analysis provide to offer features of the given text by directly. Continuous binary comparison method firstly provides to obtain data, then, to categorize them. The researchers had the same functions and it was obtained decodes and themes in line with a common ground. These decode and themes were regulated and the findings were found out. There were quite directly quotations in order to represent as it stands. The participants have nickname as P1, P2, P3….…P20 (P means of participant; 1,2,3….20 shows array of interview). It was made a point of objectivity and interviews were recorded sounds in order to increase demonstrativeness. Process of the research which includes collecting data and methods were explained clearly and comprehensible in order to increase alienism. The data and decodes are kept in for review by somebody. The interview form was formed by screening literature and by common ground with expert on qualitative study and lecturer have branch of educational supervision and that was made a point in order to increase consistency. The consistency was ensured by confirming with vary data sources (Glesne and Peskin, 1992). When the thematic areas was designated which in data analyzed by descriptive analysis, it was prepared comprehensively and compactly. The data was compared with frequency obtained by content analysis. Discussion and Conclusion Primary school teachers mostly think that supervision in the classroom should not applied. That is why the supervision in the classroom is not so adequate in a short time and supervisors’ branch may be different from the teachers’. The finding of the study whose Karagözoğlu, (1972), Acheson and Gall, (1997); Töremen and Döş (2009) match up with the finding of the current study. It can be suggested that supervision in the classroom should not applied. It can be regulated the supervision regulation that it should conduct at regular intervals and when there is a need it should conduct as well as giving feedback by principals or inspectors. The primary school teachers’ opinions show that supervision should be objectivity and conducted by getting permission. The finding of these studies whose Aslanargun and Göksoy (2013), Taşar (2014) and Uçar (2012) teachers’ opinions show that supervisors were not be objectivity. The finding match up with finding of the current study. They can be suggested that principals should be trained based on ethic principals to improve professionalism. Principals elective should be determined through objective principals The findings regarding how often supervision should be conduct is that when there is a need according to teachers’ opinions. Had researched by Bozkuş, Gündüz and Aslan (2015) came to light teachers need to supervision and guidance. It can be suggested that when there is a need supervision should be conducted. The other findings of the study is that according to many teachers’ opinions, principals are not expert on supervision in the classroom and they do not want to conducted by supervisor supervision in the classroom. Finally, it can be suggested that principals must be trained for supervision in the classroom by ministry of national education. The opinions of the teachers whether supervision should be conducted by group teacher or not is that it should not. That is why teachers associate sufficiently. So the supervision by group teacher is not necessarily. Educational supervision can be conduct by group teacher (Tanrıöğen, 1997; Ewington and others, 2008) that support the finding of the study. It can be said that the collaborate with teachers may not need to supervision in the classroom.