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.  
Highlights
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 developing suggestions by identifying encountered problems during inspection
In teacher inspection guide published by multinational enterprise (MNE) Inspection Directorate in 2011 based on the aims and principles of 1739 numbered National Education Fundamental Law, it is stated that it is possible to determine whether teachers realize their mission or not, and if there are difficulties and deviations from the aim this should be corrected by inspection
Opinions of the headmasters who participated in the seminar were taken by “Headmaster Educational Inspection Behaviors Scale” and half structured interview forms because education headmasters can perform their jobs well, if they take education course on inspection
Summary
In teacher inspection guide published by multinational enterprise (MNE) Inspection Directorate in 2011 based on the aims and principles of 1739 numbered National Education Fundamental Law, it is stated that it is possible to determine whether teachers realize their mission or not, and if there are difficulties and deviations from the aim this should be corrected by inspection. The duty of management is to “make organizations fulfill their. It is expected of management to control material and human sources (Bursalıoğlu, 2000). Headmasters of every institution are responsible for fulfilling management processes. This can be done by planning, organizing, directing coordinating and inspecting. Management mission is given to headmasters by several legal texts. It is required of them to do some correction and improvements in addition to continuation and development of organization, inspection of staff and activities (Yengin, 2012). It is seen that the tasks such as managing performance of teacher under inspection of teacher, instructional leadership of headmaster and providing administrative support to teacher are seen as duties and responsibilities of headmasters (Bostancı, 2016)
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