Purpose:

The main purpose of the study is to analyze inspectors’ unethical behaviours in relation to supervising class teachers and subject teachers using both qualitative and quantitative methods. The research identifies a case sensitive list of unethical behaviours of inspectors in relation to all processes of their mutual relationship with teachers. For this reason the specific questions addressed in the study were: What perceptions about the unethical behaviours of inspectors in relation to their guidance and supervision duties are held by: 1) Inspectors themselves, 2) the teachers supervised?

Results:

In this study, In the qualitative stage inspectors’ identified 50 themes (the frequency of each of which was at least three) about unethical behaviours in their relations with teachers. On the other hand, teachers’ views identified 68 themes about inspectors’ unethical behaviours in relation to their guidance and inspecting duties.

Concerning overlapping main themes expressed by teachers and inspectors, the following results can be asserted: 1) The most frequently mentioned themes clustered around the con

cept of “meeting”. 2) Evaluating student success” was the second most mentioned group of themes. 3) In relation to student success both the inspectors and the teachers placed special stress on behaviours related to “children who are in need of special education” 4) The methods and techniques used” is one of the main unethical themes expressed. 5) The other significant themes were about “acquiring information”, “evaluating teacher success”, “using equipments and tools in classroom”, “mutual relationships”, “suppressing problems”, “developing suggestions”, “professional publications and developments”, “inspection focused on weaknesses”, “kindness and do's and don'ts”, ”sharing their views and suggestions”, “the language used through the inspection process” and “discrimination”.

The results of the analysis of the quantitative stage show that the items determined in the qualitative stage of the study were reported to be generalizable ranging from “moderate” to “high” level

Discussion:

In studies related to ethics, the perceptions and views of participants can be asserted to be affected by the conditions of the political, social or economical environment from which they belong to. Similarly, the fact that the perceptions of the inspectors and teachers are likely to be affected due to their positions, experiences

and emotions may lead us to analyze the differences between the two sided as well as their common perceptions in the issue. The Turkish educational system is based on democratic control as is the Turkish political system. The unethical themes identified throughout this study may reflect these perceptions and/or expectations related to democratic maturity. In another political, social and economical structure, similar themes or results would reflect unique conditions.

Conclusion:

The findings obtained in this the study present a comprehensive framework for inspectors’ unethical behaviours. The data gathered in this study may help the researchers in this area to think about the issue with concrete culture and case sensitive findings. One of the most significant conclusions of the study is the finding which helps us to consider the differences as well as similarities in their views. These data and findings offer a new source for the literature on ethics in educational administration, supervision and leadership and may contribute to future national and international studies of ethical issues in education. The unethical behaviours identified through this study may also provide a basis for further qualitative and quantitative studies. National and international in-service training opportunities are needed in order to raise consciousness of inspectors’ unethical values and perceptions.