Session Information
SES G 01, Paper Session
Paper Session
Contribution
The purpose of the educational supervision is to improve the educational process, to avoid deviations from organizational goals, and to correct the mistakes and imperfections in organizational action. In Turkey, it is the role ministry supervisors in city centers, and elementary supervisors in each province to get feedback of the problems related to the new system of education and fulfill an effective guidance and supervision of teachers and administrators with a specific purpose to develop and update the education system (Azboz, 2001, 33).
Supervisors play a very important role in securing an efficient and peaceful atmosphere for the educational staff that assumes a big responsibility to educate human power the country needs so that quality in education can be obtained to the fullest extent. Supervisors check out whether primary level education and training function in line with goals, principles and rules of education programs as specified in the related laws and the specified rules. Supervisors also offer teachers and administrators continual guidance in order that they conduct education and training they deem to occur and that they can prepare necessary and suitable educational facilities for their students. In addition, they check and audit if the money allocated to education is used as required on behalf of the State (Azboz, 2001, 35).
The place, position, and task of the supervision profession have been discussed for many years. Therefore, supervisors and supervision profession keep their place as an up to date issue on which research can be conducted. Due to their important role, several studies have been conducted on such various issues as how supervisors are perceived by others, their work about their profession, their views of other trainers or of various educational issues, and their organizational attitude. However, there has been no study as to the investigation of their profile and identification of who these people are in the profession. Research in this field aimed to determine a profile of university students academic personnel (Okçabol and others 1998; Kocabaş 2000; Atabek 2003; Özdemir and others 2003; Özdemir and others 2005;Şentürk and others 2005; Aksu and others 2007; Şenol and Tüfekçi 2007; Özer and others 2007; Karakütük and others (2008; Kızılçaoğlu 2009). Therefore, there was a need to do such a study to identify general characteristics of supervisors, lifestyles, social, economic, political and educational issues. With this research study, we expect to better understand supervisors, to identify various features of supervisors that might affect their personal and professional lives, and to come up with a number of conditions that might limit their work in the light of research findings.
The purpose of this research is to demonstrate supervisors’ demographic, socio and economic characteristics, their life styles and expenses, and their professional features and also to identify supervisors’ opinions of social, economic, political, and professional issues. With such general purposes the study seeks to answer the following questions:
1. What are supervisors’ demographic, social and economic characteristics?
2. What are the supervisors views of social, economic, political and professional issues?
Method
Expected Outcomes
References
Aksu, M., Daloğlu, A., Yıldırım, S., Kiraz, E., and Demir, C. E. (2007). Öğretmen adayları profili araştırması. http://www.trsinav.com/?mrt=verilerayrinti&verix=. (Erişim tarihi: 14.01.2009). Atabek, Ü. (2003). Akdeniz üniversitesi iletişim fakültesi öğrenci profili. http://www.akdeniz.edu.tr/iletisim/site/pivot/entry.php?id=21. (Erişim tarihi: 14.01.2009). Azboz, M. E. (2001). Eğitimin diğer ayağı denetleme. Eğitim ve Denetim. Mayıs, S:5. Karakütük, K. and diğerleri. (2008). Eğitim fakültelerinin öğretim elemanı profili. Ankara: Ankara Üniversitesi Eğitim Bilimleri Fakültesi. Yayın No: 205. Kızılçaoğlu, A. (2009). Necatibey eğitim fakültesi sosyal bilgiler öğretmeni adaylarının profili. http://sbe.balikesir.edu.tr/dergi/edergi/c6s10/makale/c6s10m6.pdf, (Erişim tarihi: 14.01.2009). Kocabaş, A. (2000), Buca eğitim fakültesi örnekleminde sınıf öğretmeni adaylarının profili, Il.UIusal Öğretmen Yetiştirme Sempozyumu, Çanakkale 18 Mart Üniv. Eğt. Fak. Çanakkale, s.469-474. MEB. (2007). Personel Genel Müdürlüğü’nün 22/03/2007 tarih ve 17240 sayılı yazısı. Ankara. Okçabol, R. ve Gök, F. (1998). Öğretmen profili araştırması. Ankara: Eğitim-Sen Yayını. Özdemir, M.Ç., Yüksel, G., Cemaloğlu, N. ve Diğerleri (2003). Gazi üniversitesi öğretim elemanları profili. Ankara: Gazi Üniversitesi iletişim Fakültesi Basımevi. Özdemir, M.Ç., Yüksel, G., Cemaloğlu, N. ve Diğerleri (2005). Türkiye’de üniversite profili ve bazı değerlendirmeler, Günce dergisi. TUBA Bülteni, Sayı 32, 2005. Özer, B., Öner, C., Güney, K. (2007). Teknik eğitim fakültelerinde öğretim elemanı profili.http://web.firat.edu.tr/daum/docs. (Erişim tarihi: 14.01.2009). Şenol, H. Ve Tüfekçi, Ö.K. (2007). muhasebe programında eğitim gören öğrencilerin profili ve beklentileri: sdü örneği. Süleyman Demirel Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. Yıl/Volume: 3, Sayı/Issue: 5, 2007, 151-163 Şentürk, İ. Girmen, P., Öztürk, A., Anılan, H. (2005). Ortaöğretim alan öğretmenliği tezsiz yüksek lisans programı öğrencilerinin profili, beklenti ve sorunları (Osmangazi Üniversitesi Örneği). Buca Eğitim Fakültesi Dergisi, Sayı: 17, 103-109.
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