Abstract

Headmasters are responsible for many things that take place in the school. One of the main duties of a headmaster is the task of teacher inspection.   This study aims to evaluate education inspection skills of secondary and high school headmaster who work in the center of Bartın Province with the aim of also developing suggestions by identifying encountered problems during inspection. For this purpose, an audit seminar is given to 42 secondary and high school headmasters who work in Bartın province center, and study data is collected from headmasters at the end of seminar. The opinions of headmasters were obtained by "Headmaster Educational Inspection Behaviors Scale" prepared by Ä°lgan. In addition, problems encountered by the headmasters during inspection as well as their solutions were taken in written form using semi-structured forms prepared by experts. The data were analyzed using content analysis method. At the end of the research, it is understood that there is no difference between the opinions of the headmasters according to school type, age, branch and seniority. Headmasters think inspection is necessary. Inspection is mostly carried out in the form of class visits, and additionally teachers are evaluated by observation, yearlong watching and evaluation of the obtained data. There are some ambiguities about how inspection can be done according to some headmasters. It is stated that headmasters, experts, and inspectors can take part in inspection and the opinion of all stakeholders should be taken in into consideration. Inspection forms should have tangible criteria, encountered problems should be solved together, managers should have the right to give reward and punishment, they should focus on positive things more, be fair and objective, and results should have sanctions.

Key words: Teacher inspection, inspection, course inspection, headmaster.