The Extent Inspectors Realize Their Guidance Duties for State Primary School Teachers By Means Of Professional Competencies

Abstract

The purpose of this study is to determine to what extent the inspectors realize their duties about training and developing primary school teachers by means of theoretical teaching professional criteria, personally and professionally. The data were gathered from 283 primary school teachers and 42 inspectors in Antalya Province by a questionnaire developed by the researchers. Five dimensions were determined as professional values and personal development, pedagogical qualifications, school, family and environment relations, program development and subject matter knowledge and guidance. According to the findings, inspectors have positive ideas about five dimensions determined for guiding teachers, while teachers express negative feelings. The difference between views of the two groups may be the result of different perceptions and expectations in regard with performance.