INSPECTOR GUIDANCE FROM THE PERSPECTIVE OF CLASSROOM TEACHERS’ PERCEPTIONS

Abstract

This study aimed to determine the extent to which inspectors fulfill their guidance roles, how inspector guidance is conceptualized, the effectiveness of guidance practices, and the problems, expectations, and recommendations of teachers on this issue, based on the perceptions of primary school classroom teachers. Within the scope of the study, the perceptions of classroom teachers regarding inspector guidance and the reflections of these perceptions on the educational process were examined, with the goal of revealing the functionality and effectiveness of inspection and guidance mechanisms within the education system. In line with teachers’ views, inspectors’ guidance and professional support activities for classroom teachers working in primary schools were evaluated.Findings: It was determined that teachers encounter theoretical and practice-oriented inconsistencies regarding the concepts of inspection and guidance, and therefore do not possess accurate and consistent knowledge. It was found that inspectors do not perform guidance activities at a sufficient level and that the implemented guidance practices do not meet teachers’ expectations. Teachers were observed to develop strong negative metaphors toward the concepts of inspector and inspector guidance and, based on their experiences, predominantly express negative emotions and opinions. It was concluded that the inspection and guidance system should be restructured to meet teachers’ needs and address their problems, and that guidance should be planned to ensure continuity. The study targeted enhancing the professional efficiency of classroom teachers, who constitute one of the fundamental components of the education system.