Technology leadership and supervision: an analysis based on Turkish computer teachers' professional memories

摘要

This study examined Turkish computer teachers' professional memories telling of their experiences with school administrators and supervisors. Seventy-four computer teachers participated in the study. Content analysis of the memories revealed that the most frequently mentioned themes concerning school administrators were 'unsupportive attitudes of administrators', and 'forcing teachers to do school's computer-related extra work', whereas the most frequently mentioned themes concerning supervisors were 'formalist supervision/evaluation approach', 'lack of computer knowledge and skills', and 'forcing teachers to do his/her personal work'. Findings suggest that the current leadership and supervisory practices in the Turkish educational system seem to have little or no formative impact on the computer teachers' classroom instruction and professional development. However, leadership and staff development are very important roles especially in developing countries such as Turkey, because these countries need to use their limited resources more effectively and efficiently for successful technology implementation.