You are here:

Administrative Support and Supervision for Computer Teachers
PROCEEDINGS

, , Ankara University, Turkey

EdMedia + Innovate Learning, in Vienna, Austria ISBN 978-1-880094-65-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Full Text

Abstract

The purpose of this study was to analyze the professional memories of Turkish computer teachers telling of their experiences with the school administrators and supervisors. Participants were 74 computer teachers. A total of 120 themes were identified in the memories concerning school administrators. These themes were grouped under six categories. The most frequently mentioned themes were unsupportive attitudes of administrators, enforcing teachers to do school’s computer-related extra work, enforcing teachers to do his/her personal work, and lack of content area knowledge. Eighty-seven themes were identified in the memories concerning supervisors. These themes were grouped under six categories. The most frequently mentioned themes were formalist supervision/evaluation approach, lack of content area knowledge, enforcing teachers to do his/her personal work, and lack of expertise in supervision.

Citation

Deryakulu, D. & Olkun, S. (2008). Administrative Support and Supervision for Computer Teachers. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3407-3412). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved June 23, 2021 from .

© 2008 Association for the Advancement of Computing in Education (AACE)

Keywords

References

View References & Citations Map
  1. Akbaba, S. (1997, August). Teachers and the Roles of the Inspectors in Centralized Turkish Primary Schools. Paper
  2. Anderson, R.E., & Dexter, S. (2000). School technology leadership: Incidence and impact-teaching, learning, and
  3. Bennett, D.D. (1995, February). The role of content knowledge in instructional supervision. Paper presented at the annual meeting of the Association of Teacher Educators, Detroit, MI.
  4. Berelson, B. (1952). Content analysis in communication research. Glencoe, IL: Free Press.
  5. Collins, B.A. (2004). Teacher performance evaluation: A stressful experience from a private secondary school. Educational Research, 46(1), 43-54.
  6. Dugger, G.T., French, R.A., Peckham, S., & Starkweather, K.N. (1991). Sixth annual survey of the profession. 1989-1990. Technology Teacher, 50(4), 10-14.
  7. Ertmer, P.A., Bai, H., Dong, C., Khalil, M., Park, S.H., & Wang, L. (2002). Online professional development: Building administrators’ capacity for technology leadership. Journal of Computer in Teacher Education, 19, 5-11.
  8. Gibson, I.W. (2002). Leadership, technology, and education: Achieving a balance in new school leader thinking and behavior in preparation for twenty-first century global learning environments. Technology, Pedagogy and Education, 11(3), 315-334.
  9. Ladwig, S.A. (1994). A teacher’s decision to stay or leave the teaching profession within the first five years and ethnicity, socioeconomic status of the teacher’s parent(s), gender, level of educational attainment, level of educational assignment, intrinsic or extrinsic motivation, and the teacher’s perception of support from the principal (Doctoral dissertation, University of La Verne). Dissertation Abstracts International, 55, A1208
  10. Lunenburg, F.C. (1998). Techniques in the supervision of teachers: Preservice and inservice applications. Education, 118(4), 521-525.
  11. Mehlinger, H.D., & Powers, S.M. (2002). Technology and teacher education: A guide for educators and policymakers. Boston: Houghton Mifflin. Ministry of National Education [Milli E(cid:1)itim Bakanlı(cid:1)ı]. (2004). Curricula [Programlar]. [Online] Retrieved from http://programlar.meb.gov.tr/index/giris_index.htm On November 10. 2004.
  12. Nelson, B.S., & Sassi, A. (2000). Shifting approaches to supervision: The case of mathematics supervision. Educational Administration Quarterly, 36(4), 553-584.
  13. Nolan, J. (1988, November). What role should content play in the supervisory process? Paper presented at the annual meeting of the Council of Professors of Instructional Supervision, San Antonio, TX.
  14. Office of Technology Assessment. (1995). Teachers and technology: Making the connection. Washington, DC: Government Printing Office.
  15. Wright, M., & Custer, R. (1998). Why they enjoy teaching: The motivation of outstanding technology teachers. Journal of Technology Education, 9(2), 60-77.
  16. Zepeda, S.J. (2006). High stakes supervision: We must do more. International Journal of Leadership in Education, 9(1), 61-73.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Also Read

Related Collections