The purpose of this study is to examine ways in which school principals conduct observations of the practices in teaching Turkish and math in lower secondary (middle school, ages 10–14) in Turkey. Using a multi-case qualitative research method, this study focuses on twelve secondary school teachers and six principals as they engage in observational practices in six schools at Ankara, Turkey. The analysis of the interview data revealed the following: (a) increasing the results of the central exam applied in the transition to secondary education as the main factor that shapes the principals’ vision for Turkish and math instruction; (b) School principals focus on classroom management strategies and basic pedagogical approaches during the feedback process; (c) They used different observation tools for the validity and reliability of their evaluation process. The findings of this study show that principals should deepen their knowledge of various content areas because classroom management strategies and basic pedagogical practices are not enough to observe the classrooms. Some contents pose challenges for principals to improve their knowledge of various content areas because classroom management strategies and basic pedagogical practices are not enough to observe the classrooms. These results encourage peer cooperation so that branch teachers can learn from collaborating.
Recommended CitationÖzdemir, Nedim. (2020). Principals as Instructional Leaders: Observation of Turkish and Math Instruction in Lower Secondary Schools in Turkey. i.e.: inquiry in education: Vol. 12: Iss. 1, Article 4.
Retrieved from: https://digitalcommons.nl.edu/ie/vol12/iss1/4