GAIQVET Comenius Regio Project - ankara il millî eğitim müdürlüğü

Transcription

GAIQVET
Comenius Regio Project
IDENTIFICATION IN - SERVICE TRAINING
NEEDS OF EDUCATIONAL INSPECTORS
IN TURKEY AND SPAIN
Lifelong
Learning
Programme
“This Project has been funded by European Commission within Lifelong Learning Programme.
This publication reflects the views only of the author, and the commisiion cannot be held respobsible for any use which may be made of the information contained therein.”
Identification in –Service Training Needs of Educational Inspectors in Turkey and Spain
IDENTIFICATION IN – SERVICE TRAINING
NEEDS OF EDUCATIONAL INSPECTORS
IN TURKEY AND SPAIN
A. COMPARISON OF INSPECTION SYSTEMS1
An education system that shapes the future of the country, health, economy, agriculture, industry and closely
like other systems is of great importance in terms of direct influence for each country. Developed countries due
to the strategic role of the education system, to have massive investments in the education system and performing
reforms in education are working to ensure the functioning of the system in a healthy way.
The functioning of the education system in this context; teaching, tries to ensure the management and
control and in teaching context teachers’, in management context managers’ and in inspection context inspectors’
qualifications play a decisive role on the effectiveness of the education system. (Karakuş ve Yasan, 2013)
According to the glossary of education terms inspection training; “Training and education work laws,
regulations, an examination conducted according to regulations and circulars, probed and investigated as a
business,” the glossary of economic terms; “Public or private institution information relating to the detection of
a predetermined eligibility criteria and a report with the purpose of gathering evidence and evaluation process
by a specialized unit” is defined (TDK). As seen in the definition of indispensable for all organizations, which is
accepted as a universal process control, when considered in terms of education; faculty development orientation,
in order to guide and teach teachers about acceptable behavior in the development process (Basar, 1995).
Inspection in education is considered more improvement focused than control work (Aydın 2005) and
basically it is accepted that has three items such as determination of current inspection situation, evaluation and
correction – improvement. (Başar, 1995). These items, knowledge and skills obtained in the inspection process,
makes it possible for inspectors, educators, parents, students and for schools used in the best way. (Can 2004)
In the historical process, “murakabe, teftiş” (which are Arabic words), “kontrol”(which is an English origin
word), and so on were used instead of the word “denetim” (which is a modern Turkish word for inspection). But
in the present legal text and for the job definition the word “denetim” (as the word inspection) and “denetçi”,
“denetmen” (as the word inspector) (which are derived from the word denetim) are used. Yet developments in
education in this process, not only in words, but also the inspectors’ role and behaviors have changed and rather
than autocratic control conception, management, leadership, guidance and trainer roles come to the forefront. In
this context, success of inspection, is bought into depending on the inspectors, teachers, students and the work
qualification with relevant groups. (Yalcinkaya, 2003; Karakus and Yasan 2013, Ergün vd.2014). At this point,
control mechanisms and inspectors have an important responsibility in the success of the country’s education
system and reviewing all changes and development efforts made in this regard to the finest detail the existing
structures in the country are required.
INSPECTION IN TURKISH EDUCATION SYSTEM
Turkish education system inspection is carried out by two different control units. These units; The Ministry
of Education guidance and inspection board at the ministerial level (national level), located in the provinces
Provincial Directorate for National Education inspectors department (local level) (the http://sgb.meb.gov.t).
––––––––––––––––––––––––––––––––––––––
1 *This comparison of the report date 31.12.2013 control system covers the current situation in Turkey and Spain.
3
INSPECTION IN TURKISH EDUCATION SYSTEM
Turkish education system inspection is carried out by two different control units. These units; The
Ministry of Education guidance and inspection board at the ministerial level (national level), located in
Identification
in –Service
Training Needs
of Educational
Inspectors
in Turkey
the provinces Provincial Directorate
for National
Education
inspectors
department
(local
level)and
(theSpain
http://sgb.meb.gov.t).
INSPECTION AT THE CENTRAL LEVEL
INSPECTION AT THE CENTRAL LEVEL
Guidance and Inspection Board:
Guidance and Inspection Board
Republic of Turkey
MINISTRY OF EDUCATION
ORGANIZATION CHART
MINISTER
Board of
Higher
Education
Guidance and
Inspection Board
Private Secretariat
Vice Minister
Minister Consultancy
Undersecretary
Press and Public
Relations Consultancy
Board of education
and discipline
Interior Inspection
Board
Deputy Secretary
Directorate-general of
Human Resources
Deputy Secretary
Human Resources
Support Services
Management
Primary Education
Department of
construction and Real
Estate
General directorate of
special education
guidance and guidance
services
Deputy Secretary
private training institutes
General directorate of educating
and improving teachers
European Union and Foreign
Relations
Provincial Organization
Provincial directorate for
national education
Deputy Secretary
Directorate general for
innovation and education
Deputy Secretary
Directorate vocational
and technical training
Directorate of strategy
development
religious education
Directorate of data
processing
Directorate of lifelong
learning
Legal consultancy
department
Overseas Organization
Educational consultancy and
educational attaché
District national education
directorate
Schools and Institutes
Directorates
Guidance and Inspection Board
in the
2011
theDecree
Law Decree
652 Organization
and Duties
of Ministry
of National
Education,
IssuedIssued
in 2011
Law
652 Organization
and Duties
of Ministry
of National
Education,
located in
located
in
the
main
service
units
of
the
organizational
structure
of
the
Ministry
of
Education
are and
the main service units of the organizational structure of the Ministry of Education are carried out by Guidance
carried out by Guidance and Inspection Directorate. Guidance and Inspection Department, which
Inspection Directorate. Guidance and Inspection Department, which works under the minister, is a main service
works under the minister, is a main service unit formed Guidance and Inspection Officer, Chief of
unit formedNational
Guidance
and Inspection Officer, Chief of National Education, Ministry of Education and National
Education, Ministry of Education and National Education Chief Inspectors and Assistant
Education Chief
Inspectors
Inspectors. 652 and Assistant Inspectors. 652
National
Education
Inspectors,
work
accordingtotothe
the orders
orders of
of the
president
of the
National
Education
Inspectors,
work
according
the ministers
ministersand
andthethe
president
of the
Organization and within the scope of 652 Duties of Ministry of National Education in the job
Organization and within the scope of 652 Duties of Ministry of National Education in the job description on the
Decree Law. In this context the inspections by National Education inspectors both constitution and as stated in
National Education
Basic Law, because of the fact that National Education stated in the Basic Law Education of
the general and specific objectives, to make sure that the students are educated in the light of the basic principles,
create plans and programs for school /institutions and to guide them, to inspect education system, process,
and results-oriented, with the regularity, the national education goals and objectives, to analyze according to
performance criteria and quality standards, compare, evaluate, assess based on the evidence, to transmit the report
to the relevant departments and people bring the inspection results, guidance to the forefront by doing irregularities
preventative and educational work is aimed. (Ministry of Education No. 652 Decree Law on the Organization and
Duties of 2011, md.17)
Besides the above-mentioned tasks, inspection on financial and legal transactions the administrative staff of
the Ministry Organization, examination and investigation, is considered one of the duties of the national education
inspectors.
4
the students are educated in the light of the basic principles, create plans and programs for school
/institutions and to guide them, to inspect education system, process, and results-oriented, with the
regularity, the national education goals and objectives, to analyze according to performance criteria
and quality standards, compare, evaluate, assess based on the evidence, to transmit the report to the
relevant
departments
and people bring
the inspection
guidance to the forefront by doing
Identification in –Service
Training
Needs of Educational
Inspectors
in Turkeyresults,
and Spain
irregularities preventative and educational work is aimed.Ministry of Education No. 652 Decree Law
on the Organization and Duties of 2011, md.17)
LOCAL LEVEL INSPECTION
Besides the above-mentioned tasks, inspection on financial and legal transactions the administrative
staff of the Ministry Organization,examination and investigation,is considered one of the duties of the
national
education Presidency:
inspectors.
Educational
Inspectors
LOCAL LEVEL INSPECTION
Head of Education inspectors created in Provincial Directorate of National Education in provincial
Educational Inspectors Presidency:
employment provided by the Educational Examiners, Deputy Provincial Education Inspector and Provincial
Head at
of all
Education
created
Provincial
of National
Education
in provincialin the province and
Education Inspectors,
levelsinspectors
and types
of informal
andDirectorate
non-formal
education
institutions
employment provided by the Educational Examiners, Deputy Provincial Education Inspector and
guidance of provincial
and district directorates of national education, on the job in training, inspection, evaluation,
Provincial Education Inspectors,at all levels and types of formal and non-formal education institutions
review, and conduct
research
and
investigation
Ministryofof
Education
652
Decree Law on the
in the province and
guidance
of provincialservices.(
and district directorates
national
education,No.
on the
job in
training,inspection,
evaluation,
review,
and
conduct
research
and
investigation
services.(Ministry
of
Organization and Duties of 2011, md.41)
Education No. 652 Decree Law on the Organization and Duties of 2011, md.41)
DIRECTOR OF NATIONAL EDUCATION
SPACIAL BURO 1
EXECUTIVE ASSISTANT
CHIEF OF EDUCATION INSPECTORS
SPACIAL BURO 2
PRESS AND PUBLIC RELATIONS
DEPARTEMENT OF LAW AFFAIR
VICE COORDINATOR PRINCIPAL
BRANCH OF RELIGOUS EDUCATION
“IMAM HATIP” MIDDLE AND
HIGHSCHOOLS
SPACIAL BURO 3
PROTOCOL BRANCH DIRECTOR
BRANCH OF STRATEGY DEVELOPMENT 2
Budget – accountancy – parent / teacher
association
BRANCH OF MIDLLE SCHOOLS
(Random High Schools, Anadolu, Scene,
Social Science and Sports high schools)
BRANCH OF SUPPORT SERVICES 1
Supplying – movable process – mobile education
BRANCH OF BASIC EDUCATION (Preprimary schools, primary schools, middle
schools)
BRANCH OF INFORMATION AND
EDUCATION TECHNOLOGIES
Exam application – information services – ILSIS
MEBSIS
Budget – accountancy – parent / teacher
association
BRANCH OF INSTRUCTION AND REA L
ESTATE2
Real Estate– expropriation – benefactor
BRANCH OF SUPPORT SERVICES 2
Equipment – free school books
distribution
HUMAN RESOURCE 2
DYS – General document operations
BRANCH OF INFORMATION AND
EDUCATION TECHNOLOGIES 1
Research – monitoring – evaluation project
BRANCH OF LIFELONG LEARNING
BRANCH OF INSTRUCTION AND REA L
ESTATE1
Pre-primary – primary education – middle school –
high school investment and owned-goods service
DISSEMINATION OF Z LIBRARIES
BRANCH OF VOCATIONAL AND
TECHNICALTRAINING (All kinds of
Vocational High Schools)
ARGE(research and development) – Projects –
Strategic plan
BRANCH OF SPECIAL EDUCATION AND
GUDANCE
Special Education and Guidance
BRANCH OF PRIVATE EDUCATION
Private teaching institution - private schools –
private courses
HUMAN RESOURCE 3
Personal affairs – pre-operation –
promotion (teachers’ personal affairs)
HUMAN RESOURCE 1
Director – chief assignment
HUMAN RESOURCE 1
Director – chief assignment
CHILD FRIENDLY CITY PROJECT STUDIES
BRANCH OF HUMAN RESOURCE 1 A
(pre-primary- branch assignment – norm
staff crew)
PROJECTS RUN BY GOVERNERSHIP
school police – school bus services - school
canteens
BRANCH OF HUMAN RESOURCE 4
Training and improving teachers - inservice
OUTBULDING WORKS AND PROCESSES
Educational Examiners department, which are operating within the Provincial National Education
Directorate, is working under the Provincial Director of National Education. The duties of Education Inspector
of the Department; to monitor the implementation of educational programs, and carry out mentoring activities,
monitoring processes and practices related to teaching materials and evaluate, monitor and evaluate teaching and
learning processes on the system size and application, education and control of management operations and do
evaluation studies, prepare monitoring and evaluation reports to share with the relevant departments, provincial
/ district national education directorates and inspection of educational institutions, supervision, mentoring, on –
the - job and evaluation services, director except provincial director of national education, to examine supervision
and mentoring of teachers and other civil servants, to perform work and operations related to the investigation or
preliminary examination report, Efforts to adapt training and development of teachers and administrators, Studies
to adapt training and development of teachers and administrators, to make developing, mentoring and management
of educational process with education and administration areas of developmental research and studies. (Ministry
of Education Provincial and District Directorate of National Education Regulation Sec. 7)
INSPECTION IN INSTITUTION LEVEL
Ensuring democratic participation with other workers directed by a principal either pre – primary education
institutes or primary schools, except teaching duties of school / institution’s principals have supervisory power
hierarchically according to laws, statutes, regulations, directives, program, and carry out their duties in accordance
with the orders, regulate the school and supervisory authority. (Md.60 Ministry of Primary Education Institutions
5
Regulation, Regulation Preschool Educational Institutions md.17) besides that, principals in secondary schools,
the general objectives of the national education and to achieve the goals of the school or institution, as a responsible
organization leader of managing the school to increase teachers’ performance, they have duties to watch and
mentor their teaching practices at least once each term.( MEB Regulation of Secondary Education Institutions
md.76) School / Institution principals fulfill their duties using hierarchical authority to given to them by law.
Task Orders:
The assignment of inspectors, there are different applications at the centre and the local level. At the centre
chief inspectors of national education, inspectors of national education, assistant inspectors of national education
fulfill their duties minister and the president directly. At the local level, inspectors of national education, assistant
inspectors of provincial national education fulfill their duties according to the orders of the governor, provincial
director of national education and the head.
Principles of Mentoring and Inspection
The Institutes, under the monitoring and supervision are considered the following principles;
a. It’s done on the purpose of mentoring and inspection; control, correction and improvement
b. Mentoring and inspection is a democratic process.
c. It’s included impression, encouragement, award, collaboration and
authorization.
participating rather than an
d. It revolves around the whole of the education and administrative activities.
e. Sharing problems, identify and decide together on the analysis, planning, implementation, evaluation,
and requires making a development plan if necessary.
f. Sharing the responsibilities and contribute to the development of human relations.
g. It helps administrators, teachers and other staff develop the competencies of the profession.
h. It requires integrity and continuity.
i.
It considers Individual differences and the environmental conditions.
j.
It serves the development of evaluation of the national education service.
k. It gives importance to the development of education and research will provide analysis methods and
techniques.
l.
It is based on the development of teaching and learning process.
m. It is based on scientific and objective basis.
n. It evaluates the effectiveness of the inspection and contributes to the development of the inspection
systems.
o. It requires openness and reliability, the inspector determines that the teacher’s needs together, shares
his /her views with the teacher after the inspection.
p. It requires economy and efficiency.
q. It’s based on conserving in accordance with the system of objective, material and the use of human
resources in the most efficient manner.
Inspection Types
In institutions;
a. Inspection of an Institute
1. Inspection of the director
2. Inspection of the teacher
3. Inspection of other staff
b. Inspection of Seminars and courses
6
INSPECTION OF AN INSTITUTE
Inspection, in the system of institutions’ innovations transmit to the relevant institutions, determination of
the cause of weakness and strength of the institutions, take the necessary precautions on time and place, achieving
the objectives of the institution with human and material resources and utilization status by observing and make
sure of using them effectively, development of educational and administrative activities, teaching-learning process
and improve management, to bring effective status teaching – learning and managing based on objective data,
case law, regulations, circulars, orders and decisions, monitoring, controlling, and developing in accordance with
the criteria.
The following cases are examined by the institutions inspections:
Physical status: The hardware of physical locations of the institutions, the scheme covers the maintenance
and repair.
• Garden
• Health and safety measures and social
• Educational units
• Equipment
• Administrative and support offices
• State and people that contribute to the establishment of schools
• Information and guidance
• School plan
• Aesthetics and architecture
Educational status: The organization’s educational, social and cultural events, educational tools and
provision of equipment and protection cover the school environment relationships.
• Teachers Council
• Teachers coterie of Directors
• Programs, modular programs
• Elective courses
• Class and Branch Teachers Board
• Course tools, the organization of education environment
• Plans and Implementation
• Performance and case preparation and execution of project tasks
• Skills training in business, full-year, full-time work
• Decisions and practices regarding the implementation of student awards and disciplinary actions
• Student councils, transport health food, shelter, bad habits, sports facilities and so on.
• On (empty) course measures taken.
• Works and operations of assessment and evaluation
• Success and educational outcomes
• Evaluation of exam results, monitoring the success
• Total Quality Management, SDMT works and operations related to the Strategic Plan
• Extra-curricular educational activities
• Training and preparing students for exams
• Guidance services
• Student orientation and monitoring
• Mainstreaming, IEP and ITP applications
• Social and cultural activities
• Schools, parents, environmental relations
7
Office work: It includes books and files, decimal file system and correspondence should be kept in
Institutions.
• Office jobs in plans and programs
• Office utensils
• Correspondence and reports in the office work
• Using of technology in office work
Student affairs: It includes student attendance-tracking, transport, communications; certification covers
the remuneration and guidance.
• Office of admissions
• E – School system
• Students rights and responsibilities
• Correspondence and documentation
• Award and discipline
•Training-Application
Personnel affairs: It includes personal and record files of institution personnel, to be trained of the candidate
personnel, division of labor and assignment, the compliance of works and actions.
• Appointments relating to personnel affairs
• Health, safety and education in personnel affairs
• Correspondence in personnel affairs
• Plans and programs in personnel affairs
• The use of technology in personnel affairs
Accounts, property and working capital affairs: It includes budget and allowance of the institution,
procurement, purchase and acceptance appropriateness, personnel salaries, income sources, students’ transportation
and food services.
•Purchase-budgeting
• Building expenses
• Personnel and student expenses
Inventory stock: It includes keeping the books of the institution inventory stock, writing, counting and
inventory to drop, handover and circulating capital works.
• Certification of movables
• Handover
• Correspondence
• Commissions
Inspection of Executives
To evaluate executives of Institutes work observed. According to the inspection of the executives of the
institutions “Manager Inspection Sheet” is used. The status of executive managers, who work for institutions don’t
have an inspection sheet, is evaluated over 100 points with institutional inspection report.
Inspection of Teachers
Success of teachers in institutions is determined by inspection. According to the institution’s property at
the inspection of teachers “Teachers Inspection Form” is used. Teachers’ inspection, to observe the duration
and nature of the activities organized for the purposes of National Education; classrooms, halls, laboratories,
workshops and studios;
a. To learn about the degree of success in education,
b. To determine a positive behavior,
c. Tempt to carry out his / her task in the best way,
8
d. To secure uniformity mentoring and assistance in education and training,
e. Improve teaching methods and techniques applied by the institution,
f. Assist in the use and the provision of teaching materials and tools.
g. Measured by scientific methods and to assist in the assessment of student achievement,
h. Show the way in solving the problems faced by
i. Improve the measures taken for students with special educational needs and to direct,
j. To determine the educational leadership of the classroom and the surrounding area,
k. The success of teachers are evaluated over 100 points.
Inspection of Other Personnel
Other personnel works except teaching and management staff in the institution, making inspection of the
institution is evaluated with a positive or negative statement.
In-Service Training Requirements:
The results of inspections carried out inspection institute inspection report or form designated executive,
teachers and other personnel in-service training requirements, grouped according to the area presented to the
President by the head of group in the last week of May. Presidency, when the education and training activities
done, By co-ordinate with the relevant units are remedied training needs within the of local service facilities.
Institute Performance Rating: The arithmetic average of the sum is determined by the points all the
evaluated executives and teachers who work for institution have received.
Rewarding the institutions: Results of the inspection area or the residential area of education institutions
evaluated according to some of the highest points score in corporate success, the directive in the 11 numbered
of the Appendix “Certificate of Achievement” is rewarded with. However, if same education area or district
inspected by different groups, the institutions which has the highest points at the end of the inspection, will be
rewarded.
SEMINAR AND COURSE INSPECTION
Extracurricular courses where, the teachers study depends on a specific plan and program at the beginning
and end of the school year to improve students success, inspected. At the end of the inspection studies related to
“Inspection Seminars and Courses” report is issued.
INSPECTION PROCESS
Inspection is done at least twice a year. First visit is done for mentoring; second visit is done for inspection.
Inspections could be informed or uninformed. In informed inspection evaluated by considering the ultimate level
of the institution, in uninformed inspection evaluated by considering the lowest level of the institution.
CLINICAL INSPECTION
Classroom as a form of inspection, clinical inspection, with the aim of improving teaching and teachers,
teachers in relation to the face-to-face and guided by its style appeals to an inspection. Clinical inspection consists
of several steps. This phase usually concentrates before observation, observation, after observation. Before
observation, inspector and teacher and teachers working together as to what the purpose of observation, to what
focus on, how to do, more observation causes, such as the determination of what are the issues of concern to
teachers and focuses on the planning. The observation phase to address concerns with teachers, inspectors,
designated by one or more data storage devices using teaching techniques and activities, behavior patterns and
is trying to save the psychological climate. After the observation phase, the analysis of the data with the teacher,
try to reach a joint decision on the current situation, reaching a common decision on future action and includes
feedback processes such as decision-making to the next planning meeting.
9
The inspection system applied in the Turkish Education System comparison based on the literature of the
inspection system applied in Spain Navarre education system are summarized in Table 1.
Table 1. Comparison of Spain Navarra Education System with the Turkish Education System
Aspect
Legal
Turkey
Navarra-Spain
Article 42 of the 1982 Constitution
2/2006 Organic law
1739 National Education Basic Law Article 56
D.F. 80/2008 regulate the organization and operation
of our inspection service (D.F.13272011 AND d.f.
19/2012) OF THE Department of Education
Inspection at the central level (Ministry of National
National Inspection (High Inspection)
Education, Guidance and Inspection Department)
Organizational
Inspection at National Inspection at Local Level (Education Inspectors Regional Inspection (only body which has any contact
Level
Presidency)
with schools)
Institution Inspection (physical spaces, legislation,
Legal requirement
standards of quality, safety)
Inspection Types
Expert Personnel
Duties
Place the inspection
in hierarchy
and Appointment
10
Teachers inspection (guidance, instruction, student Duty (everybody’s rights, improve educational system,
achievement, plans, training applications)
performance, quality and equity)
Inspectors of the Ministry: Creating and guiding
plans and programs the control and supervision of
services, processes and results of legislation, the
predetermined goals and objectives, performance
criteria and analysis according to quality standards,
to compare and measure, evaluate, based on
the evidence, results obtained to transmit the
report to the units and individuals related case
brought, irregularities, preventive, educational and
mentoring approach an understanding of issuing an
audit into the foreground.
High Inspection: Make sure that the regional
legislation is complied with the national legislation,
not only in educational field, but also as regards of civil
rights. Control that every single requirement is fulfilled
before the emission of any national diploma. Verify
the fulfillment of all requirements to make sure that
national subventions and grants are given according to
the general criteria of national legislation.
Educational Inspectors: At the provincial level,
the implementation of the curriculum, educational
activities and monitoring processes and practices
related to teaching materials, education and
management of developers do research and studies,
monitoring and evaluation activities to prepare
reports and guidance in the form of executive
inspection tasks are fulfilled by the provincial
education inspectors. In addition, personnel in
the duties and responsibilities of administrative,
financial and legal inspection on operations,
investigations and make inquiries.
Regional Inspection: Supervise and control, from
the pedagogical and organizational point of view,
the activities of every school, except for universities.
Supervise teaching practices and management function
and collaborate in their improvement, in the change
of educative processes, and in pedagogical renewals.
Evaluate, according to the plans established by
Educative Administrations, the regional educational
system. Coordinate and channel the participation
of the Education Department of Navarra in the
Evaluation Institute. Ensure the observance of every
legal requirement in schools. Guide and inform any
agent of the educational system about their duties and
rights, trying to reach an agreement if necessary. Make
and emit reports in case of Administrative authorities’
requirement or those other reports elaborated due to
their own duties. Be part of commissions and boards of
examiners, especially in those related to the processes
of selection of teachers. Whatever other functions
or activities considered as necessaries for the right
performance of the inspection area, such as develop the
functions related to the specific work areas.
Inspectors of the Ministry: Ministry of Education
High Inspection: Ministry of education. University,
is directly connected to minister in the hierarchy.
VET, and educative, general management.
Getting authorization from the minister directly.
Educational Examiners:
Education Director
Provincial
National
Regional Inspection: Regional administrator
•
•
•
•
•
•
•
Principles of
Inspection
•
•
•
•
•
•
•
•
•
Mentoring and inspection; is done on purpose
of control, correction and improvement.
Guidance and supervision is a democratic process.
It’s included encouragement, reward, collaboration and attendance.
Education is about the whole of the academic
and administrative activities.
Sharing problems, identify and decide together
on the analysis, planning, implementation,
evaluation, and requires making a development
plan if necessary.
The sharing of responsibility and contribute to
the development of human relations.
Executives, teachers and other personnel
to help develop the competencies of the
profession
It requires integrity and continuity.
Individual differences and consider the
environmental
conditions.Millî
eğitim
hizmetlerinin
değerlendirilmesi
ve
geliştirilmesine hizmet eder.
It gives importance to the development of
education and research will provide analysis
methods and techniques.
It gives importance to the development of
education and research will provide analysis
methods and techniques.
It is based on scientific and objective basis.
Inspectors will evaluate the effectiveness and
contribute to the development of the inspection
system.
Requires openness and reliability, the inspector
determines that the teacher’s needed threads
together, share their views with the teacher
after the inspection..
Requires economy and efficiency.
To conserve in accordance with the system of
objective, material and are based on the use of
human resources in the most efficient manner.
• Selective planning, prioritizing actions.
• Inspection must be proportional to the needs,
expectations, and results of the schools.
• Add high value and training through inspection.
• Training approach in the actions to improve
schools.
• Try to impact on key aspects of teaching practice.
• Intervention based on technical and shared criteria.
• Boost teaching technological renewal.
• Intervention on the second stage of responsibilities
of schools.
• Focus on the results.
• Fluid communication with schools.
• Culture of emotional intelligence and professional
relation
• Teamwork.
• Continuous training.
• Process based Management.
• Adaptive Organization of the Service.
• Innovation in all the areas.
• Boost the culture of efficiency in Administration
and in schools.
Local Level
Inspection Types
Inspection of the Institutes
• Executive
• Teacher
• Other personnel
Inspection of seminars and courses
Inspection of the Schools
• Executive
• Teacher
• Other personnel
Evaluation of the
Inspection results
• Control
• Evaluation
Reward or in service training
• Control
• Evaluation
• Supporting to the schools
Institutions
Supervision
Headlines
Implications of
Inspections Results
•
Physical condition
Education condition
Office works
Students affairs
Personnel affairs
Account, property and circulating capital affairs
inventory stock
•
•
•
•
•
•
•
•
•
Control and supervision.
Evaluation.
Support and help schools.
Leadership in educative innovation.
Structure and organization.
Quality and IT.
Know-How Management.
Training.
Institutional relationships, partners and alliances.
•
•
•
•
Reward
Punishment
In service training
Improving the System
•
•
•
•
•
Improve the quality management system
Self-development of teachers
Continuous improvement of the system
Process management
Basic quality systems
•
•
•
•
•
•
11
B. NEEDS ANALYSIS
METHOD
Objective
This study was conducted in Spain and Turkey the training supervisor to determine the in-service training
needs. This general aim has attempted to answer the following questions.
• What are the teachers’ views on teacher training inspectors of the training needs?
• What are the inspection and the guidance?
• What are the views on the educational needs of education inspectors?
• What are the inspectors’ views and on the guidance of training needs?
Working Group: Preschool, Child Development and Education Teachers and Provincial Education inspector
in charge of education and research in the study group consisting of a total of 135 Child Development teachers and
123 education inspectors in Ankara, in Pamplona Spain were included 52 teachers and seven inspectors.
Data Collection Tools
The data in the study, which followed the screening model Girls Vocational High School Child Development
teacher and education inspector with separately held two focus group discussions, and again was obtained by
individually created two questionnaires for inspectors with teachers.
Identifying training needs for domestic services primarily training supervisor Yenimahalle Salih Alptekin
Girls Vocational High School Child Development has made the focus group discussions with teachers. Seven
teachers was attended the meeting. Teachers were asked whether they went through the inspection, if so ,which
issues covered if they have positive and negative aspects of the inspection process, questions were asked about
what they expect from the inspectors for such support. Meeting lasted about 90 minutes.
Yet, in this context, Ankara Provincial Directorate of National Education inspectors in charge of education
with the focus group discussion was conducted. 13 inspectors participated in the meeting. Interview Questions
are whether inspectors in the last five years inspect in child development teacher at the vocational school for girls,
issues they inspected, positive and negative sides of the inspection, realizing the role of the inspectors, the issues
they want to receive in-service training has concentrated. Meeting lasted about 120 minutes. Interviews were
recorded. Teacher training and interview forms used during interviews with inspectors..
Data Analysis
Focus group discussions on the content analysis made after benefiting from the themes revealed two separate
questionnaires for teachers and education inspectors have been created. The questionnaire is given in Appendix
3 and Appendix 4. The questionnaire was divided into three sections. in the first part Personal information, in the
second part the training needs in the third part has received information relating to the inspection and guidance. In
the second part of the questionnaire was asked before the inspection, during the inspection and after the inspection
received / given what support was extremely helpful.
Then focus interviews and questionnaires translated into English and sent to Spain Navarra. Necessary
adaptations to Spain forms, after edits and changes are made; forms are filled in by a total of 52 teachers and 7
inspectors in Spain.
In the analysis of data obtained from the questionnaire it was used for calculation of percentage and
frequency.
12
3. RESULTS
TURKEY-ANKARA RESULTS
This section provides personal information of teachers and inspectors surveyed, respectively, opinions
of teachers and inspectors to determine the training needs of inspectors, teachers and inspectors opinions on
inspection and guidance included.
3.1. Additional Information Regarding Participants
Personal information about teachers’ respectively branches, period of teaching services, gender and level
of education are dealt with in context. The personal information on inspectors, respectively, length of service in
the inspectorate, gathered length of service, gender, education level and addressed in the context of the teaching
industry.
3.1.1. Teachers Personal Information
Teacher of the branches, teaching service period, data on gender and education level are given in Table 2.
Table 2. Personal Information of Teachers
Branch
Period of
teaching service
Gender
Level of
Education
Child Development
Preschool
Turkish Language and
Literature
Philosophy
Food and beverage
management
English
Geography
Religious Culture
Informatics
Clothing
Physics
Guidance
Metal technology
Unanswered
Total
1-10 years
11-20 years
21-30 years
31 years and over
Total
Female
Male
Total
Associate degree
Undergraduate
Post graduate
Total
N
107
4
1
%
83.6
3.1
0.8
1
1
0.8
0.8
1
1
1
1
1
1
1
1
6
128
26
53
41
6
126
118
8
126
1
112
13
126
0.8
0.8
0.8
0.8
0.8
0.8
0.8
0.8
4.7
100
21.0
42.0
33.0
5.0
100
94.0
6.0
100
1.0
89.0
10.0
100
13
When Table 2 is analyzed, it is seen that a significant part of the teachers who participated in the research
was from child development branch. About four-fifths of respondents (83.6%) in this branch. There are 4 from
preschool, there is one participant of the other branches. When teaching service period examined, the two fifth of
teachers (42%) is in the range 11-20 years seniority. Approximately one-third of the group (33%) has the seniority
between 21-30 years. Nearly one-fifth of the group (21%) with 1-10 years of seniority. When the distributions
by gender of teachers participating in the study were examined, a majority (94%) seems to be a woman. The
proportion of male teachers is only 6%.
When the distribution according to the educational level of teachers is examined, a significant portion of
teachers (89%) seems to be university graduates. One tenth of teachers (10%) have been trained at the graduate
level. The proportion of associate degrees is only 1% level.
3.1.2. Personal Information of Inspectors
Tenure of teachers, inspection service period, total service period, data on gender and education level are
given in Table 3.
Tablo 3. Personal Information of Inspectors
Tenure
Period of Service
Total Service
Period
Gender
Level of education
Teaching branch
14
Inspector
Assistant inspector
Unanswered
Total
1-10 years
11-20 years
21-30 years
31 years and over
Total
1-10 years
11-20 years
21-30 years
31 years and over
Total
Female
Male
Total
Graduate
Undergraduate
Post gaduate
Total
Form Teacher
Science and Mathematics
Social Sciences
Fine Art
Vocational and technical education
Total
N
%
106
1
6
107
38
27
32
10
107
1
19
22
64
106
11
95
106
76
29
1
106
55
12
27
4
8
106
99.0
1.0
4.7
100
36.0
25.0
30.0
9.0
100
1.0
18.0
21.0
60.0
100
10.0
90.0
100
72.0
27.0
1.0
100
52.0
11.0
25.0
4.0
8.0
100
When Table 3 is analyzed, it is seen that almost all of the investigators participated in the study (99%) served
on the staff of inspectors, and that only one person worked as the deputy inspector. When the service life of the
inspectorate the respondents more than one third of respondents (36%) 1-10 years, one in four (25%) and about
one-third of 11-20 years (30%) are seen as having between 21-30 years of seniority. Five-thirds of participants
(60%) of the total service time of 31 years and above. When participants were analyzed according to gender,
nine-tenths of inspectors (90%) were male and only one in ten (10%) are female. Nearly three quarters of the
inspectors surveyed (72%) graduate, one in four (27%) undergraduate and postgraduate is 1%. In other words, the
majority of the inspectors are a graduate of license. Investigators more than half (52%) of form teachers subjects
in teaching, one in four (25%), social studies teachers, is about one tenth (11%), science and math teachers, 8% of
vocational and technical teachers and fine arts teachers of the 4% it is seen that. In other words, only in the field
of vocational high school girls less than one-tenth of the inspectors, it is understood that vocational and technical
education.
3.1.3. Teachers’ Opinions on the Educational Needs of Inspectors
Teachers who surveyed to be asked “Have you had an inspection so far?” “Yes” responses and 95 teachers
(76%) in accordance with their answers, the training needs of investigators tried to determine the answer. Although
4 teachers responded “no”, for expressing opinion on the views of these participants, training needs of inspectors
have also been included in the study.
In the context of determining the training needs of inspectors, asked about inspections to the teachers if they
any help from the inspectors “before inspection (preparation), process of the inspection (leadership, instructive,
management, professional help and guidance, researcher and personality traits), after the inspection (feedback,
guidance / counseling, reporting) The opinions of the participants on this topic are given in Table 4.
Table 4. Status of Teachers Getting Help From Inspectors
Getting Help Status
Process
Before Inspection
During the Inspection
After the Inspection
Topic
Preparation
Leadership
Instructive
Management
Professional Help and Guidance
Researcher
Personality traits
Feedback
Guidance / Counseling
Reporting
Yes
N
41
63
59
51
64
50
68
65
63
66
%
41.0
65.0
61.0
53.0
66.0
51.0
71.0
68.0
65.0
68.0
No
N
58
34
38
45
33
48
28
30
34
31
%
59.0
35.0
39.0
47.0
34.0
49.0
29.0
32.0
35.0
32.0
When the case of the teachers participated in research examined about getting help from the inspectors,
about three-fifths of the group (59%) stated that they hadn’t received assistance from the inspectors before the
inspection. Nearly two-thirds of teachers in the inspection process (65%) leadership, more than three in five (61%)
instructive, more than half (53%) and management (51%), two thirds (66%) professional help and guidance, more
than two-thirds (% 71) in the context of personality traits that they had received assistance from inspectors.
Approximately two thirds of the group in three aspects that help the inspectors and one third say that getting
help. In other words, it is seen that a large portion of teachers didn’t receive any assistance before the inspection,
during the inspection or aftermath.
15
Especially, the proportion of those without receiving assistance related to “before inspection” is more than
noteworthy.
Table 5. Status Of Assistance Teachers Received From Inspector Effectively
Process
Before Inspection
During Inspection
After Inspection
Topic
Any
N
Effectiveness
%
Little
Some
A lot
N
%
N
%
N
%
Preparation
-
-
6
13.0
24
50.0
18
38.0
Leadership
-
-
9
14.0
39
60.0
17
26.0
Instructive
-
-
14
23.0
31
50.0
17
27.0
Management
-
-
11
21.0
28
54.0
13
25.0
Professional Help and
Guidance
2
3.0
18
28.0
28
43.0
17
26.0
Researcher
3
6.0
8
15.0
26
50.0
15
29.0
Personality traits
1
1.0
13
18.0
33
46.0
24
34.0
Feedback
2
3.0
9
13.0
38
56.0
19
28.0
3
4.0
11
16.0
34
51.0
19
28.0
Reporting
1
1.0
10
14.0
42
61.0
16
23.0
Data which teachers receive assistance from inspectors effectively are given in Table 5
According to Table 5, the teachers from the inspectors in preparation aspect a 50%, 60% leadership, the
trainer of 50%, 54% in management, 43% in vocational help and guidance, the researcher 50% of the personality
traits of 46%, 56% at giving feedback, guidance / and 51% reporting moderate guidance seems to take advantage
of 61%. The inspectors of 6% of the group which never benefited from the researcher role, instructive of 23%
and benefited less from professional help and guidance roles of 28% and the preparation before the inspection of
38% and the personality traits of 34% has been found to benefit the most. In other words, under the inspection of
teachers, especially professional help and guidance it is understood that they got minimal help.
3.1.4. Opinions about their own training needs of inspectors
Before inspection of the inspectors, inspection and supervision order after data on the process of education
to take away my case are given in Table 6.
16
Table 6. Inspection-Related Last Five Years The Condition of Education Inspector
Period
Topic
Before the Inspection
During the inspection
After the inspection
N
58
62
71
64
66
47
58
34
43
60
Preparation
Leadership
Instructive
Management
Professional Help and Guidance
Researcher
Personality traits
Feedback
Reporting
Education level
Yes
No
%
N
%
54.0
49
46.0
58.0
44
42.0
67.0
35
33.0
60.0
42
40.0
63.0
39
37.0
45.0
58
55.0
55.0
48
45.0
32.0
72
68.0
42.0
60
58.0
57.0
45
43.0
According to Table 5, more than half of the inspectors who join the survey (54%) trained before inspection
more than two in five (46%) hasn’t been trained. Three of about a fifth of the group in relation to the roles in
the inspection process (58%), “leadership”, two-thirds (67%) “trainer”, three in five (60%) “management” and
(63%) “professional help and guidance”, the two-fifths more (45%) “researcher” and more than half (55%) of
“personality traits” were trained on. In other words, the more instructive and professional help and guidance as
inspectors related to the inspection process, It is observed that receive the least training in researcher.
Teachers have also said that inspectors receive less assistance from the researcher. This result is also
consistent with teachers’ opinions.
In the more than two-thirds of the inspectors after inspection (68%) feedback, about five in three (58%)
“orientation / guidance” and two fifths (43%) “reporting” in that he was not trained. It is observed that inspectors
trained less related to the subjects after inspection. In other words, the inspectors before the inspection, process of
the inspection, after inspection issues are observed they receive too much education.
Inspectors whose data related to benefit from their education are given in Table 7.
Table 7. The Benefit Status of Inspectors from the Training They Received Related to Supervision
Process
Subject
Before
Supervision
Preparation
Leadership
Instructiveness
Directorate
Occupational Assistance and
Guidance
Research
Personality characteristics
Feedback
Instruction/Guidance
Reporting
During
Supervision
After
Supervision
%
State of Effectiveness
Less
Medium
Much
N
%
N
%
N
%
3
5.0
6
10.0
31
51.0
21
34.0
3
2
2
5.0
3.0
3.0
5
5
2
8.0
7.0
3.0
31
38
34
49.0
52.0
52.0
24
27
27
38.0
38.0
42.0
5
7.0
4
6.0
35
51.0
25
36.0
1
3
3
-
2.0
5.0
6.0
-
3
4
3
4
3
6.0
7.0
9.0
9.0
5.0
31
23
19
26
38
62.0
38.0
56.0
58.0
63.0
15
31
12
12
19
30.0
51.0
35.0
27.0
32.0
None
N
17
When the benefit statuses of the inspectors, who participated in the study, from the trainings they received
before the supervision are analyzed, more than half (51%) of the inspectors stated that they benefitted at medium
level and on third (34%) of the inspectors stated that they benefitted much from the training they received before
the supervision. And during the supervision process, approximately nine tenths (87%) of the group stated that
they benefitted from the “leadership” training, 90% from “Instructiveness”, 94% from “directorate”, 87% from
“occupational assistance and guidance” 92% from “research” and 88% from personality characteristics” training.
The benefit statuses of the inspectors from trainings they received after the supervision were 91% for feedback,
85% for instruction/guidance and 95% for reporting, which are at the levels of medium and much. In other words,
the inspectors seem that they quite benefitted from the training they received. The desires to receive training of
the inspectors before, during and after the supervision were given respectively in Table 8, Table 9 and Table 10.
Table 8. Inspectors’ Desires to Receive Training on the Subjects Before the Supervision
Yes
Subject
Preparation
No
N
%
N
%
77
%73
28
%27
When Table 8 is analyzed, approximately the three fourths (73%) of the inspectors participating in the
study seem to want to receive training on the subjects before the supervision (collecting rudiments about the
institution to be supervised, collecting rudiments about the teacher to be supervised, collecting rudiment about the
institution manager to be supervised, collecting rudiments about the socio-cultural environment of the institution
to be supervised).
Table 9. Inspectors’ Desires to Receive Training on the Subjects During the Supervision
Subject
1st Degree
2nd Degree
3rd Degree
4th Degree
5th Degree
6th Degree
N
%
N
%
N
%
N
%
N
%
N
%
Leadership
30
32.0
11
12.0
13
15.0
12
15.0
16
20.0
10
13.0
Instructiveness
9
10.0
17
19.0
15
17.0
10
12.0
14
17.0
13
16.0
Directorate
Occupational
Assistance and
Guidance
Research
7
7.0
10
11.0
21
24.0
20
24.0
12
15.0
16
20.0
29
31.0
18
20.0
13
15.0
12
15.0
8
10.0
4
5.0
13
14.0
19
21.0
11
13.0
16
20.0
11
13.0
18
23.0
Personality
characteristics
6
6.0
14
16.0
13
15.0
12
15.0
21
26.0
18
23.0
When Table 9 is analyzed, the inspectors, who participated in the study, seem to want to receive training
during the supervision on the subjects of “leadership” with a rate of 32% and occupational assistance and
guidance” with a rate of 31% at 1st degree, on “research” with a rate of 21% and “occupational assistance and
guidance” with a rate of 20% at 2nd degree, on “directorate” with a rate of 24% at 3rd degree, on “directorate” with
a rate of 24% at 4th degree, on “personality characteristics” with a rate of 26% at 5th degree and on “research and
personality characteristics” with a rate of 23% at 6th degree. In other words, inspectors’ desires to receive training
focus on the subjects of leadership, occupational assistance and guidance, directorate, research and personality
characteristics. Inspectors want to receive training on the subjects of leadership and occupational assistance and
guidance at the first degree. Similarly, teachers expect support from the inspectors on the subjects of occupational
assistance and guidance.
18
Table 10. Receive Request Related Education in After Inspection Topics of Inspectors
1. Degree
Topic
Feedback
Reports
2. Degree
3. Degree
N
%
N
%
N
%
24
55
13
26.0
60.0
14.0
32
30
24
37.0
35.0
28.0
29
7
29
34.0
8.0
58.0
According to Table 10, inspectors who participated in the survey, after inspection grade 1 “guidance /
Counseling” (60%), in the 2nd degree “feedback to give (37%) and grade 3 in the” reporting “(58%) that they wish
to receive training in stated. In other words, three out of every five inspectors primarily orientation / guidance is
willing to study the issue.
Direction and guidance are among the subjects teachers, that most expect more support from supervisors.
3.1.5. Teachers’ other views on related to Inspection and Guidance
In this part, teachers whether inspected or not by the inspectors last five years, if they did, what issues
inspected, during the inspection whether inspectors contribute or not and what subjects teachers want to be
supported during the inspection.
“Have you been inspected by inspectors over the last five years?” 61 of the 98 teachers who responded
to the question (62%)” yes “as the answer, while 37 teachers (38%) is” no, “replied. In other words, three out
of every five teachers stated that the inspection process late last five years. The participants stating that on what
subjects inspected by the inspectors are presented in Table 11.
Table 11 Topics That the Teachers Inspected (N=57)
Topics
Documents
Administrative
Program + Administrative
Classes and education
Administrative + Classes
General
Guidance
Preschool
Administrative + General
Professional competence
Coterie meeting
N
2
15
6
8
1
10
4
6
3
1
1
%
3.5
26.3
10.5
14.0
1.8
17.5
7.0
10.5
5.3
1.8
1.8
When Table 11 is examined, teachers mostly administrative (26.3%), general (17.5%), classes and education
(14%), Program + Administrative (10.5%) and preschool (10.5%) is seen as inspection issues. Coterie meeting
professional competence, administrative + classes, the paperwork, the proportion of respondents who said they
checked their administrative + general and guidance is minimal.
More than half of the teachers who participated on the survey (53%) inspectors didn’t contribute in the
inspection process, the other half of the group (47%) argue that they benefit from the inspectors by the inspector.
Table 12 shows that the teachers, who stated that the inspectors didn’t contribute the subjects they expected,
which topics they want support. Teachers want support on other topics are given in table 13.
19
Table12. The Topics Which Teachers Want to be Supported in Inspection Process (N=61)*
Topics
N
%
Giving information about the innovations on education
13
21.3
Guidance / orientation
10
16.4
Unprejudiced approach, objective evaluation
7
11.5
Explain inspection what issues will be made to all teachers in the school
6
9.83
Teaching methods and techniques
5
8.20
Effective communication
5
8.20
Provide feedback about both successful and weaknesses, constructive criticism
Physical facilities, student profiles, the number of students, resources to be support
issues
Professional development
5
8.20
5
8.20
4
6.55
Knowledge and experience sharing
4
6.55
Regulations
3
4.90
To be competent in what they inspect of inspectors and experts
3
4.90
Finding solutions to problems in ways as an advisor
2
3.28
Measurement and evaluation methods
2
3.28
Presenting a report of the matters deemed incomplete after inspection and advice
2
3.28
There are sincere, not to condescend
2
3.28
Be friendly, tolerant, and modest
2
3.28
I don’t need anything
2
3.28
Reach as soon as I need it.
1
1.64
Be directed to educational seminars
1
1.64
Special Education
1
1.64
Provide us more education time rather than paper work
1
1.64
Suggest, extra resources and tools
1
1.64
Ensure us love our jobs.
1
1.64
To know the criteria of monitoring classes in advance.
1
1.64
Leadership
1
1.64
Listen effectively
1
1.64
*: Teachers wrote more than one topics.
According to Table 12, nearly one-fifth of the teachers surveyed (21.3%), “education and innovation in
teaching,” and one of about six (16.4%), “guidance and direction” of the investigators are waiting for support topics.
These are; respectively “unprejudiced approach and objective assessment” (11.5%), “Explaining what inspection
will be made on topics” (9.83%), “teaching methods and techniques” (20.8%), “effective communication” (20.8%),
“feedback-making and constructive criticism “(8:20%),” physical conditions “,” student profile “,” number
of students “,” resources “(20.8%),” professional development “(6.55%),” knowledge and experience sharing
“(6.55%), “regulations” (4.90%) and “to be experts inspector” (4.90%) followed. In other words, teachers expect,
the inspectors; supporting the professional development issues most, be aware of the innovations in education and
support for vocational guidance.
20
Table 13. Other Subjects that Teachers Expected Support from Inspectors (N=25)
Subjects
Occupational Guidance/Instruction
Being impartial and fair
Efficient communication
Trouble shooting
Classroom assessment, troubleshooting in meetings in place
Inspectors to be from the same field
Having occupational competence
Conflict management, Support in not reflecting personal problems to class
Being kind and courteous
Being sincere
Occupational knowledge and sharing experiences
Not using the assessment as a fear factor
Constructive criticism
Receiving the opinions of teachers on subjects related to them
N
6
3
2
2
2
2
1
1
1
1
1
1
1
1
%
24.0
12.0
8.0
8.0
8.0
8.0
4.0
4.0
4.0
4.0
4.0
4.0
4.0
4.0
According to Table 13, 25 of the teachers participating in the study answered this question. Hereunder, about
one fourths (24%) of the teachers expect support from inspectors on “occupational guidance and instruction”,
about one tenths (12%) on “being impartial and fair” and 8% expect support on the subjects of “troubleshooting”,
“inspectors to be from the same field with teacher and talking about the problems of the field”. Besides, 4% of
the group wants inspectors to “have occupational competence”, “be sincere”, “criticise constructively” and “not
to use assessment as a fear factor”. In other words, teachers want inspectors to support them in the occupational
matters, establishing efficient communication and troubleshooting.
3.1.6. Other Opinions of the Inspectors on the Supervision and Guidance
In this section, takes part whether the inspectors supervised child development departments in girls’
vocational high schools in the last five years or not; if so, on which subjects they performed supervision; whether
they felt themselves competent during the inspection, and the findings on the subjects they felt themselves
incompetent.
16 of 106 inspectors answering the question of “Have you supervised teachers in charge in child development
department in girls’ vocational high schools in the last five years?” said “yes”, 90 inspectors (85%) said no. It
is interesting most of the group not to supervise in Girls’ Vocational High Schools in the last five years. In other
words, it can be said that the inspectors do not have much knowledge about the structures and programs of Girls’
Vocational High Schools. The findings on the subjects supervised by the inspectors were given in Table 14.
Tablo14. Topics that inspectors inspect (N=15)
Topics
Classes and education
Administration
Administration + Classes
General
Preschool
Accountancy
Social Activity
Effective use of resources
Administration + General
N
5
2
2
1
1
1
1
1
1
%
33.0
13.4
13.4
6.7
6.7
6.7
6.7
6.7
6.7
21
Table 14 inspectors examined more classes and education (33%), administrative (13.4%) and administrative
+ classes (13.4%) shows their control issues. Overall, preschool, accounting work, social activities, effective use
of resources, while lower level administrative + general subjects (6.7%), they inspect. In other words, inspectors,
inspect girls’ vocational school in child development department more general courses for teachers, which are
making in education and topics.
An important part of the investigators participating in the study (84%, n = 38) stated that during the audit
itself sufficient feeling. 6 investigators (16%) stated that they feel ineligible during the inspection. In other words,
the majority of the inspectors during their inspection they feel adequate.
Findings on issues they feel ineligible for the inspectors are given in Table 15.
Table 15 Issues They Feel Ineligible for the Inspectors During the Inspection (N=13)
Topics
N
%
Financial issues (circulating capital, accountancy, spending, etc.).
5
38.5
Girls vocational school programs
3
23.0
Vocational guidance and orientation
2
15.4
Skills in business applications
2
15.4
Regulations and legislation
2
15.4
Evaluation criteria
1
7.7
Vocational-technical education
7.7
Foreign Language
1
7.7
Guidance and Counseling services
1
7.7
Area information
1
7.7
Law
1
7.7
Investigations
1
7.7
According to Table 15, 13 of the investigators participated in the survey stated that the audit process, one
feels inadequate. Some of them wrote more than one topics. Accordingly, about two-fifths of inspectors (38.5%)
“financial issues”, approximately one quarter (23%), “girls’ vocational school program information”, 15.4
“vocational guidance and orientation”, “skills training in business” and “regulations and legislation information
“, while less than one in ten (7.7%)” evaluation criteria “,” vocational-technical education, foreign languages”,
“guidance and Counseling “,” knowledge “and” law and investigations “ felt insufficient in the subject itself. In
other words, the issue that investigators are felt most inadequate finances programs and vocational school for girls.
Research findings in context, they did not inspect for the last five years, girls’ vocational school inspectors staying
so far the programs of these schools said that they felt inadequate in this regard.
Findings related the topics they want to receive in-service training of inspectors are given in Table 16.
22
Table 16. Topics that Investigators Want to In-Service Training (N=26)
Topics
Financial Control (Accounts-property, circulating
procurement procedures, service purchases)
Information systems (using a computer)
N
%
12
46.2
4
15.4
Communication
3
11.5
Preparation and implementation of plans and programs
3
11.5
Innovations in educational field
2
7.7
e-okul, mebbis, tebfis, e-inspection
2
7.7
Foreign language teaching
2
7.7
Inspection and guidance in the vocational school
1
3.8
Clinical Inspection
1
3.8
Speed-reading
1
3.8
Law
1
3.8
Using material and development
1
3.8
Child development
1
3.8
Parent-school communication
1
3.8
Protocol rules
1
3.8
Practical training in business skills training
1
3.8
Boarding Schools Inspection
1
3.8
Personality traits
1
3.8
Social and environmental impact assessments
1
3.8
capital
regulations,
According to Table 16, nearly half of the investigators participated in the survey (46.2) it shows they
want to receive in-service training on financial matters. 15.4% of the Group’s information systems, 11.5% of
communication and planning-program development, implementation, innovation in the fields of education 7.7%,
in e-school and subject know foreigners, and 3.8% in the vocational school supervision and guidance, clinical
inspection, speed reading, law, materials development and use, child development, parent-school communication,
protocol rules, practical training, business skill training in, boarding control in schools, personality traits and
social and environmental impact assessment is willing to take in-service training.
In other words, inspectors generally want to get, financial matters, information systems, in-service training
in communication and prepare plans and programs.
SPAIN-PAMPLONA FINDINGS
In this section, the personal information on teachers and inspectors surveyed respectively, teachers and
inspectors express their opinions about before the inspection, during the inspection and after the inspection.
3.2 Personal Information Related to the Teachers
When studied personal information about the teachers (see also, Table 16) More than half of teachers
(55.77%) are women. Three-quarters of teachers (75%) service period is over five years. 12 of the teachers “social
intervention” (23%); four people (8%) “organization and mechanical engineering projects” and “education and
career guidance”; three-person “child training”, “business management”, “socio-cultural and communal services”,
“administrative” and “mechanical” are the branches. Only two or fewer teachers in other branches. Teachers’
gender, total length of service, education level and data relating to the profession are given in Table 17.
23
Table 17. Personal Information About the Teachers
Gender
Total period of
service
Level of
Education
Occupation
Woman
Male
Total
Less than a year
1-5 years
5-10 years
11-20 years
21-30 years
31 years and over
Total
Middle school teacher
Technical teacher
Professor
Doctor
Total
Teacher
Administrator (low level)
Secretary
Head of department
Head of department and teacher
Total
N
29
23
52
6
7
9
12
14
4
52
37
11
3
1
52
36
3
3
7
3
52
%
55.77
44.23
100
11.54
13.46
17.31
23.08
26.92
7.70
100
71.15
21.15
5.77
1.92
100
69.23
5.77
5.77
13.46
5.77
100
3.3. Personal Information related to the inspectors
Interviews with five male and two female investigators involved in this study were carried out. Science and
mathematics 2, 3 pre-school and primary education, inspectors were interviewed one social sciences and in
education. Period of inspectorship service, total period of service and data on education is given in Table 18.
Table 18. Personal Information Related to the Inspectors
N
Less than a year
1
1-5 years
2
Period of
Inspectorship
6-10 years
2
service
11-20 years
2
Total
7
11-20years
4
21-30 years
2
Total period of
service
31 years and over
1
Total
7
undergraduate
3
Diploma
3
Level of Education
Post graduate
1
Total
7
%
14.29
28.57
28.57
28.57
100
57.14
28.57
14.29
100
42.85
42.85
14.29
100
When examining Table 18, the majority of investigators, it appears that the inspection service period is five years
and above. The total length of service all of the inspectors interviewed is 10 years and above. Looking at the
education level of the inspectors appears to be an inspector at the PhD level.
24
3.4. Teachers’ views on Auditing Process
An important part of the teachers surveyed (94%) stated that they received assistance during the inspection
process. 3 teachers, who indicated that they didn’t get any help during the inspection, didn’t answer the questions
evaluation done in accordance with the views of 49 teachers.
Nearly three-quarters of teachers (average 73%) participated in the preparation is done before the inspection
opinion. “Gather information about future students,” most often when the article is provided participation (77.6%),
“about the future needs of the school collection / acquisition of knowledge” the participation to article is lowest
rate (67.3%). Almost half of the teachers (average 46%) believes that the fulfillment of the leadership role in the
inspection process. “
“Establish good communication and ensure effective interaction” vision to join the top subcritical (63.3%), while
the opinion that the minimum contribution “students creative solutions to the problems associated with” (36.7%)
and “the people providing learning professional values” (36.7%) views respectively.
Approximately 30% of teachers think that the inspection process is fulfilled management roles. Educators support
the decision-making process” on the substances most often provided participation (34.7%) organize, configure,
assign, and perform activities to supply “the lowest participation rate has increased substance (24.4%).
Around 40% of teachers think that the inspection process and the guidance role fulfill of professional help. “The
decision-making process to guide the” opinion is the highest participation rate (44.9%).”Make recommendations
for professional development” “Offer alternatives in solving problems encountered in the professional development
process” and” to provide guidance to teachers and administrators in vocational orientation process “ opinions has
been relatively lower rate equal participation (38.8%).
Approximately 30% of teachers think that the inspection process fulfilled the role of a researcher. Educational
research problems “opinion participation rate (34.7%) is the highest. Identifying the research problem, development
of research methods, data collection, analyzing and reporting” The participation rate is the lowest opinion (26.5).
Approximately one-third of the teachers stated that a positive opinion on the personal characteristics of the
audit process, two-thirds reported a negative opinion regarding the personality characteristics. “Effective
communication” is a personality trait noted the positive opinion at the highest rate (59.2%).”Be modest” opinion
is the participation rate reached the lowest (22.4%).
Teachers after reporting a negative opinion for giving feedback guidance, teachers’ indicating a favorable opinion
seems to be nearly doubled. “Feedback strategies” in feedback process is the substance that the maximum
contribution (36.7%).”While giving feedback sample events” are substances which give the feedback process in
participation is at least (26.5%). Relating to the reporting process after the audit, more than half of teachers reported
a negative opinion. Before inspection, the inspection process and teachers’ perceptions of before inspection is
given in Table 19.
25
Table 19. Teachers’ Opinions About Inspection Process
Preparation
before
inspection
Inspection
process:
leadership
Inspection
Process:
Administration
Inspection
Process: Career
Help and
Guidance
Inspection
Process:
Researching /
Innovation
Inspection
Process:
Personality
Traits
Before
Inspection:
Giving
Feedback
After
Inspection:
Guidance
Reporting after
inspection
Yes
%
No
%
37
38
75.5
77.6
12
11
24.4
22.4
33
67.3
16
32.7
22
18
18
22
26
31
17
44.9
36.7
36.7
44.9
53.1
63.3
34.7
26
30
30
26
22
17
32
53.1
61.2
61.2
53.1
44.9
34.7
65.3
16
32.7
33
67.3
13
26.5
36
73.5
12
24.4
37
75.5
19
38.8
30
61.2
19
38.8
30
61.2
22
44.9
27
55.1
19
38.8
30
61.2
17
34.7
32
65.3
Identifying the research problem, development of research methods,
data collection, analyzing and reporting
13
26.5
36
73.5
Detachment and natural
Being modest
Be strong and consistent
Communicate effectively
Giving feedback strategies
Sample events while giving feedback
16
11
15
29
18
13
32.7
22.4
30.6
59.2
36.7
26.5
33
38
34
20
31
36
67.3
77.6
69.4
40.8
63.3
73.5
Improvement and development while giving feedback
14
28.6
35
71.4
Information about the appropriate programs for teachers' personal
and professional development in line with the evaluation results
16
32.7
33
67.3
Use appropriate and consistent reporting strategies rules
23
46.9
26
53.1
Gather information about future needs
Gather information about future students
Gathering information about the future needs of the school /
knowledge acquisition
Motivating people to focus on the target / facilitation
Producing creative solutions related to students’ problems
Ensuring that people learn professional values
Have the power to change someone's values and beliefs
Ensuring people’s participation in decision-making
Good communication and ensure effective interaction
Support educators in decision-making process
Guidance to directors effective use of human resources and on the
physical resources
To enhance School and classroom guidance on technical resource
development
Organizing, configuration, assigning and performing procurement
activities
Make recommendations for professional development
Offer alternatives in solving problems encountered in the process of
professional development
To guide decision making process
To provide guidance to teachers and administrators in vocational
orientation process
Educational research problems
3.5. Inspectors’ views on Auditing Process
Investigators in research in the majority (n = 7) before inspection is observed that in the opinion of preparations
are missing. In the inspection process about half of inspectors to fulfill its leadership and management roles,
trainer, and researcher in the professional help and guidance roles are observed to exhibit appropriate behavior
at different frequencies. For example, the trainer role “to provide more training for teachers to further develop
their personal and professional aspects (n = 2)” and when informing teachers behavior on “effective teaching
and learning strategies, methods and techniques in (n = 2) “is seen less “teaching process planning and material
development (n = 5)” behavior can be said that the most frequent. Likewise, the least common behavior in
the professional help and guidance role of inspectors’ is professional orientation process to guide teachers and
26
administrators (n = 1)” While the most frequently seen is “offer alternatives in solving problems encountered in
the professional development process (n = 5) behavior. Researching role of “research methods to improve data
collection to analysis (n = 1)” is less common behavior. According to the survey data in the inspection process,
it can be said to exhibit the appropriate personality traits. It can be said in after inspection process half of the
inspectors expressed positive opinion about giving feedback, guidance and reporting activities. Inspector views
related to before Inspection, Inspection process and after inspection are given in table 20.
Table 20. Inspectors View on Inspection
Preparation before
inspection
Inspection process
Leadership
Inspection Process
instructiveness
Inspection Process:
Management
Inspection Process:
Career Help and
Guidance
Inspection Process
Researching /
Innovation
Inspection Process
Personality Traits
After Inspection
Feedback
After Inspection
Guidance
After Inspection
Reporting
Yes
2
2
No
5
5
2
5
3
3
3
3
4
4
3
4
4
4
4
3
3
4
2
5
4
3
2
5
5
2
4
3
3
3
4
4
4
3
3
4
3
4
4
4
3
3
5
2
4
3
1
6
3
4
To improve research methods data collection to analysis
1
6
Being Unprejudiced and natural
Being modest
Strong and consistent and effective communication
Strategies of feedback
Sample events while giving feedback
Improvement and development while giving feedback
Guidance on appropriate programs for teachers' personal and professional
development related to the evaluation results
6
5
6
4
3
3
1
2
1
3
4
4
4
3
Accordance with the rules and a coherent strategy for monitoring reporting
3
4
Gathering preliminary information about the institution to be inspected
Gathering preliminary information about teachers to be inspected
Gathering information about the social environment of the institution to
be inspected
Motivating people to focus on the target / facilitation
Giving visionary direction for individuals
Ensuring that people learn professional values
Have the power to change someone's values and beliefs
While ensuring their participation in decision-making of people
Good communication and ensure effective interaction
Detection of training needs
Teachers to provide more training to further develop their personal and
professional direction
Inform teachers about innovations in education
Effective teaching and learning strategies, teachers are informed about the
methods and techniques
Planning and material development of the teaching process
Alternative measurement and assessment methods, to inform teachers
about classroom management
To Support educators the decision-making process
To contribute the solution of the administrative problems at school
Guidance on the effective use of human and material resources in schools
guidance on technical resource development to enhance classroom and
School
To perform organize, configure, assign, and supply activities
Providing informal communication and coordination between schools
Make recommendations for professional development
Offer alternatives in solving problems encountered in the process of
professional development
To guide decision making process
To provide guidance to teachers and administrators in vocational orientation
process
To research educational problems, define the research problem
27
CONCLUSIONS AND RECOMMENDATIONS
The study was carried out to determine the in-service training needs of education inspectors in Turkey and
Spain the two countries control system applications literature and evaluated in accordance with the following
conclusions were reached.
Overall Rating
When the inspection of the Turkish education system to the education system in Spain Navarra control
system is examined;
• Turkish education system and the education system has strong legal basis of Navarre,
• The inspection of the Turkish education system is based on more hierarchical structure and hierarchical
system the Navarre education system focuses on the more functional purpose
• Turkish education system and the education system in Navarre, inspection results have the characteristics
of evaluation skills however, the results of the inspection of Navarra are used for strategic purposes,
• The control of the Turkish education system that focuses on the more academic and physical spaces, in
Navarra; leadership and training in innovation, quality, information management, system development
purposes
• The legislative purpose of the inspection process in the Turkish education system, in Navarra, which
focus on strategic objectives,
• Turkish education system and in Navarra inspectors more guidance and professional help they brought
to the fore,
• More classic control of the Turkish education system The modern inspection conducted in Navarra,
partially.
• The emphasis is on clinical inspections practices in the Turkish education system, in Navarra generally
focus on process management
• In both the education system; planning, management, school organization, planning, resource
management, educational applications, such as the curriculum is understood to be in more places.
Focus Group Discussions and Evaluation According to the findings Obtained from the Survey Forms
Consequences for teachers
Demographics
In Ankara;
• Most of the teachers are “Child Development and Preschool” branch.
• Three of the five general are young and experienced.
• More females prefer to be a pre-school teacher
• The majority of teachers have graduate level education level.
• The vast majority of teachers have passed the inspection.
In Pamplona;
• More than half of the teachers are female.
• Three quarters of length of service is over five years.
• More than half of the secondary school teachers.
28
Results Regarding Needs the Educational Inspectors
In Ankara;
• A large number of teachers, before inspections, didn’t receive help in relation to activities in the
inspection process and aftermath. The ratio of those receiving assistance related to the before inspection
is particularly high.
• Teachers, especially the inspection process from the inspectors have received minimal assistance from
trainer and professional help and guidance.
In Pamplona;
• Almost all of the teachers have received help in the inspection process nearly three-quarters of teachers
granted that preparation is done before the inspection
Other Opinions related to Supervision and Guidance
In Ankara;
• Three out of every five teachers, have passed inspection process since last five years.
• Teachers least professional competence and branch meetings in most administrative issues, and subjects
have been inspected in general.
• Half of the teachers stated that inspections done by the inspectors contribute to their forward progress,
but the other half thinks the opposite way.
• Teachers expects from inspectors support subjects mostly carrier development, to get some information
about innovations in education and vocational guidance
• Teachers wants from inspectors support professional issues, effective communication and support
solving problems.
In Pamplona;
• Almost half of the teachers think that the inspection process is fulfilled leadership roles.
• Almost half of the teachers in the inspection process and thinks that professional help fulfill the guidance
role.
• According to one third of the teachers in the audit process are fulfilled management roles.
• After inspection teachers indicating a negative opinion on to give feedback and guidance, indicating a
favorable opinion of the teachers it was found to be nearly doubled.
Results related to Inspectors
Demographics
In Ankara;
• The majority of investigators who participated in the research are investigator staff.
• The majority of the inspectors, 1-20 years with seniority.
• More than three-fifths of the group, has a service life of 31 years and over.
• Men prefer inspectorship
• The majority of the inspectors are graduate degrees.
• Inspectors who control the girls’ vocational school area of only less than one tenth, It is understood that
vocational and technical education.
In Pamplona;
• On many of the inspectors have five years of service
• The entire service life of 10 years and above.
29
Inspectors’ view related to Education Needs
In Ankara;
• Inspectors had educated mostly teaching, vocational help and guidance subjects, It is observed that
trained in at least the researcher.
• Investigators before inspection, after inspection process and information issues didn’t get too much
education.
• Investigators have benefited from the education they received related to the inspection.
• The majority of the inspectors want to take the theoretical and application oriented courses before
inspection about inspection related issues.
• Training of inspectors led by request, professional support and guidance, management is focused on the
researcher and personality traits. Investigators wanted to receive training in leadership and professional
assistance and guidance in the firstly. Teachers also expect similar support from inspector in the form
of professional help and guidance.
• Investigators are primary orientation / guidance. Orientation and guidance are the subjects that teachers expect more support mostly from inspectors.
In Pamplona;
• According to the majority of investigators before inspection preparations are missing.
• In the inspection process about half of inspectors to fulfill its leadership and management roles, In
the inspection process about half of inspectors to fulfill its leadership and management roles, trainer,
professional assistance and guidance in the role and researcher observed on display at different
frequencies of appropriate behavior.
Inspection results and guidance of inspectors
In Ankara;
• They do not have much information about the structure and programs of the Vocational School for Girls
Inspector
• Investigators overall course of education and training issues are making more inspection.
• The majority of the inspectors during their inspection think they are sufficient.
• Investigators issues that they feel are the most insufficient finances and girls vocational school programs. They become distanced in the programs of these schools because they don’t inspect vocational girls’ schools in the last five years.
• Investigators overall financial issues, they want information systems and communication and preparation of plans and programs receive in-service training in the subjects.
In Pamplona;
• The behavior of the rare professional help and guidance role of inspectors is to provide guidance to
teachers and administrators in vocational orientation process.
• The most common behavior of the inspectors is to provide alternatives in solving problems encountered
in the process of professional development.
30
RECOMMENDATIONS
The following suggestions may be submitted in accordance with these results.
Suggestions for Teachers
• Teachers should be inspected at least twice a year.
• Investigators should help to teachers before inspection and after inspection process regarding what to
do.
• Inspectors should support teachers more about the subjects training, professional help and guidance in
inspection process
• Three out of every five teachers, have been inspected since the last five years inspection process.
• To become more effective inspection by the inspectors, inspectors, teachers and principals should make
planning together.
• Investigators, teachers, subjects to support the professional development of teachers, be aware of the
innovations in education and vocational guidance should support and problem solving.
• Investigators must communicate effectively with teachers and should direct the professional-social
issues.
Recommendations with regard to inspectors
• Inspectors’ knowledge and experience in the field of inspection in the girls’ vocational school should be
increased.
• With related to the inspection process in-service training and research through professional help and
guidance should be provided.
• Inspectors, before inspection, inspection and after inspection process subject in-service training should
be provided.
• Investigators leadership, professional help and guidance, administration, and researcher in-service
training should be provided in the subject personality characteristics.
• Inspectors should be given training on the structure and programs of the Vocational School for Girls.
• Investigators overall financial issues, information systems, communications, in-service training should
be provided in the plan and program development issues.
In service Training interest to investigators
• Girls Vocational High School programs, functions and applications
• Financial issues
• Communication
• Professional help and guidance
• Leadership
• Researcher
• Information systems
• Management
• Individual recognition techniques
• Program development
• Teaching methods and techniques
• Inspection
31
REFERENCES
Aydın, İ. (2005). Inspection in Teaching. Ankara: Pegem A Publishing.
Başar, H. (1995). Evaluation of Teachers, Ankara: Pegem Publishing
Can, N. (2004). Inspection and Problems of Primary School Teachers. National Education, 31 (161), 112-122.
Ergün, M; Recepoğlu, E, Küçük Z,A., Oğuz, K (2014). Study by the Several of variables in the field of Educational
Inspection Graduate Thesis Universites in Turkey ,Kastamonu Journal of Education, January, 22 (1):
25-40
Karakuş, M., Yasan, T. (2013) Competence of the Provincial Education Inspector by inspectors and Perceptions,
University of Dicle Ziya Gökalp Journal of the Faculty of Education, 21: 1-19
MEB. (2003). Regulation for Primary Education Institutions article.60. Ankara: Ministry of Education.
MEB. (2004). Regulation of Pre-school Education Institutions article.17. Ankara: Ministry of Education.
MEB. (2009). Regulation of Secondary Education Institutions article 76. Ankara: Ministry of Education.
MEB. (2011). Ministry of Education No. 652 Decree Law on the Organization and Duties article.17,41. Ankara:
Ministry of Education.
MEB. (2012). Ministry of Education Provincial and District Directorate of National Education Regulation article.
7. Ankara: Ministry of Education.
MEB. (2013). National Education Statistics Formal Education 2011-2012. Ankara: Ministry of Education
MEB. (2013). February 10, 2013 Retrieved from http://sgb.meb.gov.tr/eurydice/kitaplar/Turk_Egitim_
sistemi_2011/Turk_Egitim_Sisteminin_Orgutlenmesi_2011.pdf
MEB. (2013). Historical Development of Guidance and Inspection at the Turkish Education System. February
14, 2013 Retrieved from http://rdb.meb.gov.tr/www/turk-egitim-sisteminde-rehberlik-ve-denetimintarihsel-gelisimi/icerik/9
MEB. (2013). Organization of Turkish Education System. February 14, 2013 Retrieved from http://sgb.meb.gov.
tr/eurydice/kitaplar/Turk_Egitim_sistemi_2011/Turk_Egitim_Sisteminin_Orgutlenmesi_2011.pdf
TDK
(Education and Economics Glossary of terms), ttp://www.tdk.gov.tr/index.php?option=com_
bts&arama=kelime&guid=TDK. GTS. 540c1a3f77c7b5.76693063 (Access: 7 September 2014).
Yalçınkaya, M. (2003). New inspection requirements in Primary: M.E.B. A review of primary education inspectors
and inspection guidance presidential directive. Journal of National Education, 33 (160), 351-360.
32

GAIQVET Comenius Regio Project - ankara il millî eğitim müdürlüğü

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