Amerika Birleşik Devletleri eğitim sistemi ile Türk eğitim sisteminde denetim alt sistemlerinin karşılaştırılması
Özet
The purpose of this study is to compare the supervisional subsystems in the educational systems of the United States of America (USA) and Turkey. The supervision systems of both countries are investigated in terms of purpose and policy, organization of supervision services, duties of supervisors, training of supervisors and problems in supervisional systems.In this research, data are collected via qualitative research methods such as document analyses and interviews. For the collection of the data set associated with the first four purposes of the study, written documents are implemented. Besides, unstructured interviews are performed with the educators from the supervisional system of the USA. With in the scope of the fifth sub-problem of the research which aspires to exhibit the problems experienced in the supervisional systems of the two countries, both the written documents are investigated and interviews are carried out with the supervisors serving in the cities of Ankara and Atlanta. The data obtained from the semi-structured interviews and investigation of documents is analyzed using the methods of descriptive analysis and content analysis. The similarities and the differences of the supervisional systems of the USA and Turkey are exhibited by comparing the findings obtained.Some of the findings of this study are as follows:The main purpose of supervision in the educational system of USA is to improve instruction. Although supervision in Turkish educational system does not have a purpose related to the complete educational system, the purposes of supervision regulations in elementary schools in the regulations have improving nature in terms of teaching. In the supervisional system of the USA, supervision is seen as a team work and supervisors from a variety of levels are in charge of the supervision process. In Turkish educational system, while the elementary school level supervision is limited to elementary school supervisors, middle school level supervision is limited to ministry supervisors. In the educational system of the USA, both the process assessment and result assessment are used for the evaluation of teachers. In the Turkish educational system, result assessment is predominantly used for the teacher evaluation process.Supervision is carried out by a variety of units which work at state level, intermediate level and local level in the educational system of the USA. In the Turkish educational system, supervision services are done by two different supervision units connected to the Ministry of National Education. Unlike Turkish educational system, educational system of the USA does not have supervisors who are in charge with supervision of schools and school staff only, instead, supervision services constitute some part of duties of individuals who are in a variety of positions.In the educational system of the USA, the supervisors are trained through graduate programs of the universities. In Turkish educational system, supervisors are trained by programs consisting of two parts such as in-service training and on-duty training. In the supervisional systems of both countries, similar problems such as inadequacy of time and difficulties in supervisor training are experienced.