THE RELATIONSHIP BETWEEN SCHOOL PRINCIPALS’ FULFILMENT OF SUPERVISORY DUTIES AND TEACHERS’ MOTIVATION

Abstract

The motivation of teachers, who occupy a strategic position in the teaching and learning process, is considered critical for the overall success of the education system. It is also necessary to preserve and support this motivation during supervision processes. The main focus of this research is the relationship between the ways school principals perform their supervisory duties and the motivation levels of teachers. In order to achieve the expected effectiveness from schools, comprehensive and decisive responsibilities fall upon school principals. As the primary authority responsible for the implementation and development of educational programs, the principal is expected to strengthen teachers’ motivation by providing professional guidance to teachers, who act as practitioners of instructional activities in this process. A high level of teacher morale enhances the quality of teaching and learning practices. Since motivation plays a central determining role in individual behaviors, individuals who smile, are willing to take responsibility, share knowledge, establish healthy communication, actively participate, are open to collaboration, demonstrate a positive attitude, provide support, and willingly come to work are observed to possess high levels of motivation. Within this framework, the contribution of a motivated teacher to institutional success is regarded as an undeniable fact. The significance of motivation in the context of management and organizations cannot be overlooked. Therefore, creating opportunities that enable the maintenance of motivation and professional development is accepted as a prerequisite for a high-quality teaching and learning process. The responsibility of influencing teachers by motivating them and improving their performance primarily lies with the school principal who leads the institution. Although the principal’s motivational power derives from legal authority, positional authority, competence, and personal skills, in practice approaches based mainly on law and authority are frequently preferred. However, from the perspective of the motivation process, the expected behavior is that the principal reveals the existing potential of teachers and strengthens interaction within the school. Such an interaction environment based on mutual trust supports the motivation process while also facilitating the principal’s ability to fulfill his or her duties; at the same time, it ensures that tasks are carried out more effectively, quickly, and efficiently. Teachers, who constitute the fundamental element of the education system and bear responsibility for the realization of quality education, need to be strengthened through institutional support in order to remain motivated and sustain this motivation in the face of developing technologies and innovations. This support is provided through the continuous development and updating of general culture, subject-matter knowledge, pedagogical formation, and other professional competencies. The main rationale here is to contribute to students and achieve effective success in education by fostering integration around shared values through motivation and guidance provided to teachers. It is widely accepted that there is a close and dynamic relationship between success and motivation. School principals are expected to observe classroom teaching processes regularly by adhering to the principle of continuity in supervision. Close monitoring is required in order to make teachers’ work more effective and to support its improvement. During observation and supervision, while providing guidance to teachers regarding identified deficiencies, it is considered essential to support their motivation simultaneously. This is because the fundamental aim of supervision is to ensure the comprehensive development of the individual being supervised. Although there are various studies concerning principals’ supervision of teachers, there remains a need for findings regarding teachers’ motivation within supervision practices. Accordingly, this research seeks to explore the relationship between the performance of school principals in fulfilling their supervisory duties and the motivation levels of teachers. In addition to establishing a theoretical framework on the subject, the systematic evaluation of teachers’ perspectives is also considered important in this study.