In this study, it is aimed to evaluate teachers' opinions on school principals' classroom supervision task in schools. The study group of this research in which phenomenological model among qualitative research methods was used consists of 8 teachers working in Tepebaşı district in Eskişehir and chosen by means of convenient sampling among purposeful sampling methods. The data obtained using semi-structured interview technique were analyzed using descriptive and content analysis techniques. The results indicate that teachers used metaphors such as "waste, dinosaur, torture, divine comedy, yield meter, Tüvtürk periodical vehicle examination, tea spoon in the glass of someone who does not use any sugar, and detective". Most of the teachers stated that the school principal's role in the course supervision process should be guiding. It was found that none of the teachers thought that school principals could effectively perform their supervisory roles. The results also show that teachers appreciated the application in terms of its effectiveness since it motivated teachers to be prepared for the lessons, to be planned, programmed, to transfer their experience, and to take responsibilities. On the other hand, it was mostly criticized for the unnecessary paperwork, favoritism and discrimination, stress, and reaching wrong judgments due to lack of time. In addition, the majority of the teachers stated that the course supervision should be done by the teachers of the field at issue. In the study, it was concluded that the teachers who do not evaluate the classroom supervision process performed by school administrators as professional do not consider the supervision process as necessary. In general, the study suggests that the supervision should be done by individuals who have a modern understanding of supervision and who are experts in guidance and counseling.

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The aim of this study, in which a qualitative method-based phenomenological pattern was used, is to analyze the views and experience of teacher candidates of primary school education program about being fair. For this purpose, the relevant data were collected from the third and fourth-year students of a public university in Turkey in three steps. In the first stage, 93 teacher candidates were asked to draw a picture describing the concept of "justice"in education. The second stage of the data collection procedure was composed of writing down why they used the image(s) in their drawings, and in the third stage, randomly selected 12 students were interviewed for a more in-depth investigation in a focus-group interview. The data of the study were analyzed through content analysis method. According to the findings of the study, it was possible to discuss the teacher candidates' understanding the concept of justice, their personal experiences in terms of justice, their opinions about the characteristics of a fair teacher, and their understanding of how justice can be taught. In general, the results of the study show that the teacher candidates explain justice in three dimesions such as non-discrimination, equality and righteousness. Moreover, the teacher candidates explained their experience of justice in two dimensions such as experiences of justice in a fair environment and experiences of injustice in an unfair environment. In the light of the results obtained in the study, it can be advised to incorporate the subject of teaching the significance of justice in teacher education programs and to conduct applied researches on reflecting the significance of justice in the classroom environment.

The present study aiming at determining the level of job expectation of instructors according to generations was carried out in descriptive survey based on quantitative method. The population of the study is the instructors in education faculties in all public universities in Turkey. The sampling of the study consists of 674 instructors at education faculties in 68 public universities.