Analysing the Guiding Roles of Inspectors: Perspectives of School Administrators

Perspectives of School Administrators

  • Recep Abakan Cyprus Health and Social Sciences University
  • Nurdan Ozrecberoglu Cyprus Health and Social Sciences University
  • Serdal Isiktas Cyprus Health and Social Sciences University
  • Serdal Gunduz Cyprus Health and Social Sciences University

Abstract

Abstract: This study intends to demonstrate the opinions of school administrators consist of principal, senior assistants and inspectors working in primary schools on the guidance roles. Inspections improve the quality of education; hence, inspectors need to concentrate on assessment and other functions. The study aims to emphasize the value given to the career guidance role and increase its frequency. In that regard, the descriptive research technique reveals their opinions on the subject. The research study group consists of 20 school administrators working in primary education institutions in the 2019-2020 academic year. The data were collected using a semi-structured interview form with open-ended questions. The findings obtained from the content analysis application showed that generally, the inspectors' approach to teachers is tolerant, respectful, and moderate; teachers also revealed their expectations that schools should be inspected more frequently by their inspectors. In addition, it is seen that school administrators, whose expectations are limited in terms of vocational guidance, are expected to be more focused on guiding than supervising, share the innovations in education and make constructive criticism.


 


Keywords: Education Supervision, Inspector, School Administrators, Vocational guidance.

Published
2021-08-01
How to Cite
ABAKAN, Recep et al. Analysing the Guiding Roles of Inspectors: Perspectives of School Administrators. Asian Journal of University Education, [S.l.], v. 17, n. 3, p. 58-67, aug. 2021. ISSN 2600-9749. Available at: <https://myjms.mohe.gov.my/index.php/AJUE/article/view/14523>. Date accessed: 21 may 2024. doi: https://doi.org/10.24191/ajue.v17i3.14523.