COACHING PERCEPTIONS OF SCHOOL PIRINCIPALS ABOUT TEACHERS’ SUPERVISION

Abstract

The purpose of this research is to reveal the perceptions of school principals about supervision and to examine the usability of coaching in supervision according to their perceptions. In accordance with the purpose of the research, phenomenology, one of the qualitative research designs, was used. Semi-structured interview forms were used to collect the research data. Content analysis method was used in data analysis. Content analysis can be summarized as creating codes with certain rules from certain concepts in a message or text, and reaching categories and themes from these codes. The research was carried out in the 2022-2023 academic year. The study group consists of 8 people, including 3 Anatolian high school, 3 secondary school and 2 primary school principals, working in Buca district of İzmir province. According to the results of the research, school principals define supervision around the concepts of "guidance" and "guiding" and see the purpose of supervision as "improving education". It can be said that these views of school principals on supervision are close to the contemporary understanding of supervision (Aydın, 2005). School principals are responsible for developing the teacher, and they see the development of the teacher as an important part of improving education. In addition, “peer learning” seems to be effective in teacher development. It is also among the findings that especially new teachers and more senior teachers develop one-to-one correspondence, and school principals try to prepare an environment in this direction. In terms of these findings, school principals' understanding of supervision coincides with the coaching approach, which aims to increase the performance of the person by revealing his/her potential. In this context, it can be said that adopting a coaching approach under teacher supervision will increase the effectiveness of supervision.

Keywords: Supervision, Coaching, Peer Coaching