期刊名称：e-International Journal of Educational Research
印刷版ISSN：1309-6265
出版年度：2011
卷号：2
期号：3
DOI：10.19160/e-ijer.73982
语种：
出版社：E-International Journal of Educational Research
摘要：Extended Problem: How education inspectors who are appointed to inspectorship profession are affected in this process and what type of contributions they have received by practicing this profession constitute the subject of the current research. The research is considered to be important for candidates to be appointed to inspectorship. Moreover, the research is supposed to contribute the literature in inspector development area. The purpose of the research: With this research, it is aimed at analyzing negative or positive contributions of inspectorship profession to education inspectors. Research Methodology: The research is a qualitative study which aims at determining positive or negative contributions of inspectorship profession to education inspectors. Phenomenological design method is used in the study. Research sample includes 13 education inspectors. In the research, a study group of school principals was selected according to sampling of easily accessible state methods appropriate for qualitative research convention. For this purpose, the variation is obtained by sampling according to seniority in the profession, branch, and experience (number of years worked) in teachership. Semi-structured interview technique has been used as the data collection method. Data of the research was collected from the predetermined education inspectors by conducting interviews between October and December 2010. In this research, which had been designed in alignment with qualitative research approach, “content analysisâ€? was employed. The data were analyzed in four stages: 1. Codification of the data, 2. Determination of the themes in the codified data, 3. Organization of the codes and the themes, 4. Description and interpretation of the findings. The school principals who participated in the interviews were contacted again and the findings were shared and confirmed with them. Findings and Results of the Research: When the views of education inspectors are analyzed, it is observed that positive contributions of inspectorship profession to them are focused in four themes. These are; 1) Contributions about knowledge, 2) Contributions about profession 3) Contributions about attitudes and behaviors 4) Individual or other contributions. The views of education inspectors who participated in the study are analyzed it is determined that knowledge about the profession is gained in the course of performing the profession. Obtaining knowledge while performing the profession could be explained by learning styles of the inspectors. When the contributions of the profession to education inspectors in terms of attitudes and behaviors are analyzed, it is observed that these are planned working practice induced by the obligation to renew oneself, working hard, self-confidence, and formalness in relationships. This finding could be related to the guidance task of inspectors. When the individual contributions of the profession are analyzed, it is observed that there are contributions in a total of 10 subjects some of which are dressing smart, gaining prestige, building a network, reading, and individual development. This finding suggests that the profession impels the education inspectors to individual change. Moreover, immaterial contribution, i.e. job satisfaction is mentioned as an individual contribution. When the negative contributions of the profession to education inspectors are analyzed, it is observed that there are a total of 12 coded subjects. The inspectors regard the greatest negativity in their professional life as travelling constantly. Another negativity area is the negative image. The issue of turning into an official personality is perceived as a negative contribution as it is given under attitudes and behaviors heading as well. This finding suggests that social and emotional attenuation brings along the negative image. This finding could be considered to be related to the structure of supervision. Depending on the results of the study, since the positive contributions of inspectorship profession to education inspectors are more than negative contributions, it could be concluded that inspectorship is a preferable profession. Inspector education period can be rearranged to include transfer of knowledge about inspectorship profession before the appointment takes place. Key Words:: Education inspectors, profession, contributions, effect
