Abstract
This study analyses the opinions of school directors related to their levels of recognition, comprehension and explanation, along with their support and their supervisory duties in the process of the implementation of the curriculum. Although this study is designed appropriately to the qualitative research design, phenomenological research design is used in some cases which are well known but a deep comprehension cannot be attained. The research group is determined in terms of simple sampling method and consists of 28 secondary school directors. . The data collected through interviews is analyzed through content analysis. According to the results obtained, in terms of recognition, comprehension and explanation of the curriculum, the school directors are aware of the elements of the curriculum: Objective 89%, Evaluation 75%, Learning situations 57% and Content 54%. In terms of supports given for the implementation of the curriculum, the school directors stated that they had provided support in providing teaching tools, in creating and improving the learning, environment, in conduction meetings with teachers, supporting, encouraging and guiding them, in teaching planning and content organization. In terms of the task of controlling curriculum implementation, the results show that school directors fulfilled their duties in inspection of teacher, in compliance inspection of teaching aids, in inspection of the instructional plan, in the level of success on objectives, in student satisfaction, in inspection of learning environments, etc.
Highlights
In the education process, one of the most important burdens in fulfilling the duties expected from school itself is undertaken by school directors
For the purposes of this research, the first question asked to the school directors is the question of what they know about the curriculum
The answers of the school directors related to curriculum and the meanings of these questions are shown in Figure 1 as branch codes obtained using Nvivo computer software
Summary
One of the most important burdens in fulfilling the duties expected from school itself is undertaken by school directors. The school directors’ comprehension of the curriculum, the support they provide the teachers in the implementation of the curriculum, their determination in the use of school facilities in the successful implementation of the curriculum, and their tasks related to the evaluation and controlling of teaching process may provide important contributions to the improvement of teaching activities. This situation will contribute to the definitions which support the idea that curriculum development process is perpetual and can be performed through application
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