Examining Teachers’ Attitudes Towards Supervision According to Various Variables

Abstract

This research aims to examine teachers’ attitudes towards supervision according to the gender, education level, professional seniority, marital status, branch and school type variables. The population of the research consists of 2316 teachers working in different districts of Samsun province in the 2021-2022 academic year. The sample consists of 747 teachers selected by random sampling from the universe. In order to measure teachers’ attitudes towards supervision, the “Attitude Scale Towards Supervision” developed by Gündüz, Elma, and Aslan (2018) was used. Frequency, percentile distribution, arithmetic mean, t-test, and one-way analysis of variance (ANOVA) techniques were used in data analysis. As a result of the analyzes, teachers’ attitudes towards supervision were found to be “moderate”. According to the gender variable, male teachers’ attitude scores towards supervision were higher than female teachers, and male teachers’ attitudes towards supervision were found to be more positive than female teachers. According to the education level, the attitudes of teachers with master’s degree towards supervision are significantly higher than the those of the ones with bachelor’s degree. According to the seniority, the attitudes of teachers with a seniority of 21 years or more towards supervision were found to be remarkably higher than those with 6-10 and 11-15 years of seniority. According to the marital status, there was no substantial differences between married and single teachers’ attitudes towards supervision. According to the branch type, there was no considerable differences among preschool teachers, classroom teachers, and branch teachers. According to the school type, there was no critical differences in attitudes towards supervision in preschool, primary, secondary, and high school types. According to the research, it is necessary to establish certain standards regarding the supervision of teachers to share the purpose and method of supervision with teachers, to correct the detected wrong practices in a constructive way, and to conduct supervision aimed at guiding and improving the teacher, as opposed to supervision based on control and incomplete search. © 2023, Milli Egitim. All Rights Reserved.