AN EXAMINATION OF THE RELATIONSHIP BETWEEN EDUCATION INSPECTORS’ MENTORING PRACTICES AND TEACHER MOTIVATION

Abstract

The study is defined as revealing classroom teachers’ views on the extent to which Maarif inspectors exhibit professional guidance behaviors and the degree to which these behaviors motivate teachers, as well as determining the relationship between inspectors’ professional guidance practices and the effects of these practices on teacher motivation. In the current context, expectations of education inspectors are conceptualized not merely as adopting a corrective, deficiency-detecting supervisory role, but as embracing a position that contributes to teachers’ professional development through guidance and mentorship. This transformation entails identifying teachers’ developmental areas, supporting their strengths, and systematically presenting constructive recommendations aimed at enhancing educational quality. Within this framework, it is posited that education inspectors assume a more effective and comprehensive role by integrating supervisory and mentoring functions throughout educational processes.To increase the effectiveness of work conducted with teachers, inspectors’ mentoring roles require clear and measurable definitions. This study aims to describe teachers’ perceptions of education inspectors’ mentoring roles and to inform guidance-based empowerment processes through these perceptions. Accordingly, the objective is to elucidate how the mentoring role is perceived based on teachers’ views and to structure guidance practices in line with these perceptions. The findings to be obtained from the research are anticipated to contribute to a clearer understanding of the need for an interactive, developmental, and supportive supervision–guidance approach that fosters teachers’ professional growth. In this respect, the study is significant in laying the groundwork for a reassessment of education inspectors’ duties and responsibilities, improving the quality of mentoring activities directed at teachers within supervisory processes, and enhancing institutional practices on an evidence-based basis.