School Principals’ Course Supervision: Challenges, Expectations, and an Evaluation from the Empowering Leadership Perspective

Serhat Özel; Gamze Tuti

Makale detayları

School Principals’ Course Supervision: Challenges, Expectations, and an Evaluation from the Empowering Leadership Perspective

Yazarlar:

Serhat Özel | Gamze Tuti

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Sosyal ve Beşeri Bilimler Eğitimi (Ekonomi | İşletme ve Yönetim Hariç)

Dergi:

Batı Anadolu Eğitim Bilimleri Dergisi Vol.16 Issue 1, pp.1716-1744

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001340338

pISSN:

1308-8971

Anahtar kelimeler:

Özet:

 The adoption of an empowering leadership approach by school principals in course supervision processes is essential for enhancing educational quality and supporting teachers professional development. In this context, the study aims to identify the challenges and expectations experienced by teachers during course supervision conducted by school principals, and to evaluate these processes from the perspective of empowering leadership based on teachers views. A qualitative research method was adopted, utilizing a phenomenological design. The study group consisted of 20 teachers working in public high schools in the central district of Rize province during the 2024-2025 academic year. Data was collected through a semi-structured interview form and analyzed using content analysis. The findings indicate that teachers perspectives on classroom supervision were categorized into four main themes: supervision approaches, the impact of supervision, encountered challenges, and expected behaviors within the context of empowering leadership. Teachers reported that supervision processes were predominantly document-based, with insufficient planning and feedback mechanisms. Furthermore, unannounced supervision negatively impacted motivation; the process was largely focused on procedural aspects, and teachers involvement in decision-making was inadequate. Within the framework of empowering leadership, the study emphasizes the necessity for school principals to engage in open communication, implement structured supervision processes, and demonstrate supportive leadership behaviors. Based on the findings, it is concluded that the adoption of these principles by school principals can enhance the efficiency of classroom supervision processes. This study contributes to the literature by identifying challenges in supervision processes, addressing teachers expectations, and assessing how these processes can be improved through an empowering leadership approach.

 The adoption of an empowering leadership approach by school principals in course supervision processes is essential for enhancing educational quality and supporting teachers professional development. In this context, the study aims to identify the challenges and expectations experienced by teachers during course supervision conducted by school principals, and to evaluate these processes from the perspective of empowering leadership based on teachers views. A qualitative research method was adopted, utilizing a phenomenological design. The study group consisted of 20 teachers working in public high schools in the central district of Rize province during the 2024-2025 academic year. Data was collected through a semi-structured interview form and analyzed using content analysis. The findings indicate that teachers perspectives on classroom supervision were categorized into four main themes: supervision approaches, the impact of supervision, encountered challenges, and expected behaviors within the context of empowering leadership. Teachers reported that supervision processes were predominantly document-based, with insufficient planning and feedback mechanisms. Furthermore, unannounced supervision negatively impacted motivation; the process was largely focused on procedural aspects, and teachers involvement in decision-making was inadequate. Within the framework of empowering leadership, the study emphasizes the necessity for school principals to engage in open communication, implement structured supervision processes, and demonstrate supportive leadership behaviors. Based on the findings, it is concluded that the adoption of these principles by school principals can enhance the efficiency of classroom supervision processes. This study contributes to the literature by identifying challenges in supervision processes, addressing teachers expectations, and assessing how these processes can be improved through an empowering leadership approach.

 The adoption of an empowering leadership approach by school principals in course supervision processes is essential for enhancing educational quality and supporting teachers professional development. In this context, the study aims to identify the challenges and expectations experienced by teachers during course supervision conducted by school principals, and to evaluate these processes from the perspective of empowering leadership based on teachers views. A qualitative research method was adopted, utilizing a phenomenological design. The study group consisted of 20 teachers working in public high schools in the central district of Rize province during the 2024-2025 academic year. Data was collected through a semi-structured interview form and analyzed using content analysis. The findings indicate that teachers perspectives on classroom supervision were categorized into four main themes: supervision approaches, the impact of supervision, encountered challenges, and expected behaviors within the context of empowering leadership. Teachers reported that supervision processes were predominantly document-based, with insufficient planning and feedback mechanisms. Furthermore, unannounced supervision negatively impacted motivation; the process was largely focused on procedural aspects, and teachers involvement in decision-making was inadequate. Within the framework of empowering leadership, the study emphasizes the necessity for school principals to engage in open communication, implement structured supervision processes, and demonstrate supportive leadership behaviors. Based on the findings, it is concluded that the adoption of these principles by school principals can enhance the efficiency of classroom supervision processes. This study contributes to the literature by identifying challenges in supervision processes, addressing teachers expectations, and assessing how these processes can be improved through an empowering leadership approach.

 Okul müdürlerinin ders denetimi süreçlerinde güçlendirici liderlik yaklaşımını benimsemeleri, eğitim kalitesinin artırılması ve öğretmenlerin mesleki gelişiminin desteklenmesi açısından önem taşımaktadır. Bu bağlamda araştırma, okul müdürlerinin gerçekleştirdiği ders denetimi süreçlerinde öğretmenler tarafından karşılaşılan sorunları ve beklentileri belirlemeyi; bu süreçleri öğretmen görüşleri doğrultusunda güçlendirici liderlik perspektifinden değerlendirmeyi amaçlamaktadır. Araştırmada nitel araştırma yöntemi tercih edilmiş olup, araştırma kapsamında fenomenoloji deseni benimsenmiştir. Araştırmanın çalışma grubunu, 2024-2025 Eğitim Öğretim yılında Rize ili merkez ilçeye bağlı resmi okullarda, liselerde görev yapan 20 öğretmen oluşturmaktadır. Veri toplama aracı olarak yarı yapılandırılmış görüşme formu kullanılmıştır. Elde edilen veriler içerik analizi yöntemi ile analiz edilmiştir. Elde edilen bulgular, öğretmen görüşlerinin ders denetim yaklaşımları, denetimin etkileri, karşılaşılan sorunlar ve güçlendirici liderlik bağlamında beklenen davranışlar olmak üzere dört ana tema altında toplandığını göstermektedir. Öğretmenler, denetim süreçlerinin çoğunlukla evrak temelli olduğunu, planlama ve geri bildirim mekanizmalarının yetersiz kaldığını belirtmiştir. Ayrıca, habersiz denetimlerin motivasyonu olumsuz etkilediği, sürecin daha çok şekilsel unsurlara dayandığı ve öğretmenlerin karar alma sürecine dahil edilme ihtiyacının karşılanmadığı tespit edilmiştir. Güçlendirici liderlik bağlamında, okul müdürlerinin açık iletişim, planlı denetim süreçleri ve destekleyici liderlik davranışları sergilemesi gerektiği vurgulanmıştır. Araştırma bulgularına dayanarak, müdürlerin bu ilkeleri benimsemesinin ders denetim süreçlerini daha verimli hale getirebileceği sonucuna ulaşılmıştır. Bu çalışma, okul müdürlerinin ders denetimi süreçlerinde karşılaşılan sorunları ve öğretmen beklentilerini tespit ederek, bu süreçlerin öğretmen görüşleri doğrultusunda güçlendirici liderlik anlayışıyla daha etkili hale getirilmesini değerlendirmekte ve bu bağlamda literatüre katkı sunmaktadır.

Makale detayları

School Principals’ Course Supervision: Challenges, Expectations, and an Evaluation from the Empowering Leadership Perspective

Yazarlar:

Serhat Özel | Gamze Tuti

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Sosyal ve Beşeri Bilimler Eğitimi (Ekonomi | İşletme ve Yönetim Hariç)

Dergi:

Batı Anadolu Eğitim Bilimleri Dergisi Vol.16 Issue 1, pp.1716-1744

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001340338

pISSN:

1308-8971

Supervision

Course Supervision

Empowering Leadership

School Principal

Teacher Professional Development.Denetim

Ders Denetimi

Güçlendirici Liderlik

Okul Müdürü

Öğretmen Mesleki Gelişimi.

Sayı

Makale detayları

Yazarlar: Serhat Özel | Gamze Tuti

Yayıncı: Dokuz Eylul University

Ana Başlıklar: Sosyal ve Beşeri Bilimler Eğitimi (Ekonomi | İşletme ve Yönetim Hariç)

Dergi: Batı Anadolu Eğitim Bilimleri Dergisi Vol.16 Issue 1, pp.1716-1744

Belge Tipi: Makale

Yayın Tarihi: 4/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001340338

pISSN: 1308-8971

Sayı

Yazarlar:

Serhat Özel | Gamze Tuti

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Sosyal ve Beşeri Bilimler Eğitimi (Ekonomi | İşletme ve Yönetim Hariç)

Dergi:

Batı Anadolu Eğitim Bilimleri Dergisi Vol.16 Issue 1, pp.1716-1744

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001340338

pISSN:

1308-8971