Always full performance! The relationship between school principals' level of fulfillment of their supervision duties and teachers' lesson supervision anxiety level and job performance.

İlker Tunç; Sevgi Yıldız; İsa Menteşe; Uğur Teke; Kutlucan Karaduman

Makale detayları

Always full performance! The relationship between school principals' level of fulfillment of their supervision duties and teachers' lesson supervision anxiety level and job performance.

Yazarlar:

İlker Tunç | Sevgi Yıldız | İsa Menteşe | Uğur Teke | Kutlucan Karaduman

Yayıncı:

Mersin University

Ana Başlıklar:

Eğitim Yönetimi

Dergi:

Mersin Üniversitesi Eğitim Fakültesi Dergisi Vol.21 Issue 1, pp.32-48

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001345405

pISSN:

1306-7850

Anahtar kelimeler:

Özet:

 In this study, teachers job performance and supervision relationship are discussed. It aims to examine the relationship between school principals level of fulfillment of their supervision duties, teachers course supervision anxiety levels and teachers job performance. Relational screening and causal comparison model, which are among the quantitative research methods, were used in the research. The sample of the research consists of 352 teachers working in formal education institutions affiliated with the Ministry of National Education in the 2022-2023 academic years. Scale for Determining the Levels of Fulfillment of Supervision Duties of School Principals, Teachers Lesson Supervision Anxiety Scale and Job Performance Determination Scale were used as data collection tools in the research. First, normality analyzes were performed. Then, the Hierarchical Multiple Regression model was used to examine the relationships between the variables. When the findings of the study are examined, according to teachers perceptions, their job performance is very high; It was determined that course supervision concerns were low. The supervision levels of school administrators are above average according to teachers perceptions. While no significant relationship was found between school administrators supervision and teachers course supervision concerns; a weak and positive correlation was found with teachers performance. Additionally, there is a weak and negative correlation between teachers course supervision anxiety and their job performance. When examined in terms of demographic variables, it was determined that female teachers course supervision anxiety levels were significantly higher than male teachers. Teachers education level and the level they work in do not create a significant difference on their job performance and other variables. According to the research findings, teachers job performance is significantly predicted by teachers course supervision concerns and school administrators teacher supervision. Suggestions are presented in the light of relevant findings and literature.

 In this study, teachers job performance and supervision relationship are discussed. It aims to examine the relationship between school principals level of fulfillment of their supervision duties, teachers course supervision anxiety levels and teachers job performance. Relational screening and causal comparison model, which are among the quantitative research methods, were used in the research. The sample of the research consists of 352 teachers working in formal education institutions affiliated with the Ministry of National Education in the 2022-2023 academic years. Scale for Determining the Levels of Fulfillment of Supervision Duties of School Principals, Teachers Lesson Supervision Anxiety Scale and Job Performance Determination Scale were used as data collection tools in the research. First, normality analyzes were performed. Then, the Hierarchical Multiple Regression model was used to examine the relationships between the variables. When the findings of the study are examined, according to teachers perceptions, their job performance is very high; It was determined that course supervision concerns were low. The supervision levels of school administrators are above average according to teachers perceptions. While no significant relationship was found between school administrators supervision and teachers course supervision concerns; a weak and positive correlation was found with teachers performance. Additionally, there is a weak and negative correlation between teachers course supervision anxiety and their job performance. When examined in terms of demographic variables, it was determined that female teachers course supervision anxiety levels were significantly higher than male teachers. Teachers education level and the level they work in do not create a significant difference on their job performance and other variables. According to the research findings, teachers job performance is significantly predicted by teachers course supervision concerns and school administrators teacher supervision. Suggestions are presented in the light of relevant findings and literature.

 In this study, teachers job performance and supervision relationship are discussed. It aims to examine the relationship between school principals level of fulfillment of their supervision duties, teachers course supervision anxiety levels and teachers job performance. Relational screening and causal comparison model, which are among the quantitative research methods, were used in the research. The sample of the research consists of 352 teachers working in formal education institutions affiliated with the Ministry of National Education in the 2022-2023 academic years. Scale for Determining the Levels of Fulfillment of Supervision Duties of School Principals, Teachers Lesson Supervision Anxiety Scale and Job Performance Determination Scale were used as data collection tools in the research. First, normality analyzes were performed. Then, the Hierarchical Multiple Regression model was used to examine the relationships between the variables. When the findings of the study are examined, according to teachers perceptions, their job performance is very high; It was determined that course supervision concerns were low. The supervision levels of school administrators are above average according to teachers perceptions. While no significant relationship was found between school administrators supervision and teachers course supervision concerns; a weak and positive correlation was found with teachers performance. Additionally, there is a weak and negative correlation between teachers course supervision anxiety and their job performance. When examined in terms of demographic variables, it was determined that female teachers course supervision anxiety levels were significantly higher than male teachers. Teachers education level and the level they work in do not create a significant difference on their job performance and other variables. According to the research findings, teachers job performance is significantly predicted by teachers course supervision concerns and school administrators teacher supervision. Suggestions are presented in the light of relevant findings and literature.

 Bu çalışmada öğretmenlerin iş performansları ve denetim ilişkisi ele alınmaktadır. Araştırmada okul müdürlerinin denetim görevlerini yerine getirme düzeyleri ile öğretmenlerin ders denetimi kaygı düzeyleri ve öğretmenlerin iş performansı arasındaki ilişkiyi incelemek amaçlamaktadır. Araştırma, nicel araştırma yöntemlerinden olan ilişkisel tarama ve nedensel karşılaştırma modeli kullanılarak gerçekleştirilmiştir. Araştırmanın örneklemi, 2022-2023 eğitim-öğretim yılında MEBe bağlı örgün eğitim kurumlarında görev yapmakta olan 352 öğretmenden oluşmaktadır. Araştırmada veri toplama aracı olarak Okul Müdürlerinin Denetim Görevlerini Yerine Getirme Düzeylerinin Belirlenmesine İlişkin Ölçek, Öğretmenlerin Ders Denetim Kaygı Ölçeği ve İş Performansı Belirleme Ölçeği kullanılmıştır. Değişkenler arasındaki ilişkilerin incelenmesi için Hiyerarşik Çoklu Regresyon modelinden yararlanılmıştır. Okul yöneticilerinin denetimleri ile öğretmenlerin ders denetimi kaygıları arasında anlamlı bir ilişki bulunamamışken; öğretmenlerin performansları ile zayıf ve pozitif bir korelasyon bulunmuştur. Ayrıca öğretmenlerin ders denetimi kaygısı ile iş performansları arasında zayıf ve negatif bir korelasyon mevcuttur. Demografik değişkenler açısından incelendiğinde ise kadın öğretmenlerin erkek öğretmenlere göre ders denetimi kaygı düzeylerinin anlamlı olarak yüksek olduğu belirlenmiştir. Öğretmenlerin eğitim düzeyi ile görev yaptıkları kademe ise iş performansları ve diğer değişkenler üzerinde anlamlı bir farklılık oluşturmamaktadır. Araştırma bulgularına göre öğretmenlerin iş performansı öğretmenlerin ders denetimi kaygıları ile okul yöneticilerinin öğretmen denetimi tarafından anlamlı olarak yordanmaktadır. Okul yöneticilerinin rehberlik odaklı denetimleri ve öğretmenlerle iş birliğini arttırması önerilmektedir.

Makale detayları

Always full performance! The relationship between school principals' level of fulfillment of their supervision duties and teachers' lesson supervision anxiety level and job performance.

Yazarlar:

İlker Tunç | Sevgi Yıldız | İsa Menteşe | Uğur Teke | Kutlucan Karaduman

Yayıncı:

Mersin University

Ana Başlıklar:

Eğitim Yönetimi

Dergi:

Mersin Üniversitesi Eğitim Fakültesi Dergisi Vol.21 Issue 1, pp.32-48

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001345405

pISSN:

1306-7850

Teachers

job performance

supervision

course supervision

course supervision anxiety

school administrators.Öğretmenler

iş performansı

denetim

ders denetimi

ders denetimi kaygısı

okul yöneticileri.

Sayı

Makale detayları

Yazarlar: İlker Tunç | Sevgi Yıldız | İsa Menteşe | Uğur Teke | Kutlucan Karaduman

Yayıncı: Mersin University

Ana Başlıklar: Eğitim Yönetimi

Dergi: Mersin Üniversitesi Eğitim Fakültesi Dergisi Vol.21 Issue 1, pp.32-48

Belge Tipi: Makale

Yayın Tarihi: 4/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001345405

pISSN: 1306-7850

Sayı

Yazarlar:

İlker Tunç | Sevgi Yıldız | İsa Menteşe | Uğur Teke | Kutlucan Karaduman

Yayıncı:

Mersin University

Ana Başlıklar:

Eğitim Yönetimi

Dergi:

Mersin Üniversitesi Eğitim Fakültesi Dergisi Vol.21 Issue 1, pp.32-48

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001345405

pISSN:

1306-7850