The Opinions of Educational Supervisors about Supervision and the reasons of their Profession Preference

 EXTENDED ABSTRACT Purpose: The purpose of supervision in the educational system is to provide and sustain the efficiency of schools. For this reason, it is important to know how positive opinions educational supervisors have about their profession and for what reasons they choose the profession. The aim of this study is to explore the opinions of educational supervisors about their profession and the reasons for choosing this profession as well as to determine whether their opinions vary in terms of their personal and professional qualities. Method: A descriptive survey model was used in the study and the data were collected via the quantitative data collection technique. The study was conducted on the population with the whole count method. 135 of the 157 supervisors working for the provincial directorate for national education in Izmir completed and handed in the survey. The data were collected via ttwo questionnaires called “Opinions of Educational Supervisors about Their Profession” and “Educational Supervisors’ Reasons for Choosing Supervision as a Profession” which were developed by the researchers. For parametric and non-parametric methods, t-test, Mann Whitney U-Test and analysis of variance, Kruskal Wallis H-Test were used in order to determine any significant difference between the scores derived from two or more groups. The significance level was accepted as p<05. Findings: The opinions of educational supervisors about their profession: According to the scores of the opinions of educational supervisors, the arithmetic mean of the perception scale is ((X)) ̅ 3.97. The opinions of educational supervisors do not vary in terms of their gender, self-efficacy for their profession, the school they graduated from, the period of their professional service, their reasons for choosing this profession and their educational background for supervising. The analysis shows that the scores of the supervisors from the perception scale differ significantly in terms of the level of their love for their profession. The supervisors who have the most negative opinions are the ones who do not love their profession. Educational supervisors’ reasons for choosing supervision as a profession: According to the scores of supervisors’ reasons for choosing supervision, the arithmetic mean of the reasons for choosing supervision scale is ((X)) ̅ 3.28. The supervisors’ reasons for choosing supervision as a profession do not vary significantly in terms of their gender or self-efficacy for their profession, their level of education, the level of their love for their profession or their educational background for supervising. However, there is significant difference among the supervisors’ reasons for choosing supervision as a profession in terms of their reasons for choosing this profession and it is found that the score for the career as a reason is higher than the other options. In other words, it can be said that teachers consider supervision as a career step and choose this profession to build their career. According to these findings, first, supervision is generally preferred by males, and the reasons behind this situation can be searched and females can be encouraged to prefer supervision as a profession. Second, the reasons for not loving supervision as a profession can be investigated and so with the help of the feedback received from the supervisors who do not love their profession, some solutions can be suggested for the practitioners so that they can eliminate the problems. 

Bu araştırmanın amacı, eğitim denetmenlerinin mesleklerine ilişkin görüşlerini ve denetmenlik mesleğini tercih etme nedenlerini belirlemek ve görüşlerinin onların bireysel ve mesleki özelliklerine göre farklılık gösterip göstermediğini ortaya koymaktır. Tarama modelinde nicel yöntem kullanılan araştırmanın örneklemi tamsayım yöntemi ile belirlenmiştir. Örneklemi 2011–2012 yılında İzmir İl Millî Eğitim Müdürlüğü’nde çalışan 135 denetmen oluşturmaktadır. Araştırmanın verileri “Eğitim Denetmenlerinin Mesleklerine İlişkin Görüşleri” ve “Eğitim Denetmenlerin Mesleklerini Tercih Nedenleri” ölçekleri ile toplanmıştır. Verilerin analizinde Mann Whitney U ve Kruskal Wallis H testi kullanılmıştır. Denetmenlerin mesleklerine ilişkin görüşleri cinsiyetlerine, öğrenim düzeyine, eğitim yönetimi ve denetimi (EYD) eğitim durumlarına, mesleklerini seçme nedenleri ve mesleki yeterliliklerine göre farklılık göstermezken; mesleğini sevmeyen denetmenlerin mesleklerini olumsuz değerlendirdikleri görülmektedir. Mesleklerini tercih nedenlerinde de benzer sonuçlar elde edilmiş, farklı olarak yalnız mesleği seçme nedeninde gruplar arasında fark bulunmuştur. Bu bağlamda denetmenler mesleklerini daha çok kariyer için seçmişlerdir