The aim of this study is to determine the mentoring role and behavior displaying levels of the education inspectors and school administrators during their guidance, inspection, supervision and hands on training processes. Furthermore, it is aimed to examine the expectations of the school administrators about the inspector behaviors related to their occupational and personal developments, and at how extend mentoring applications can be benefitted in the guidance based supervision. The study was carried out in a mixed method model where both quantitative and qualitative techniques used together. The sample of the quantitative study consists of 491 headmasters and vice headmasters working at the public schools in Gaziantep province and 52 inspectors of education. Participants of the qualitative study consist of 23 school administrators. Qualitative data was obtained interviews with the school administrators. Following results were obtained from the study: Opinions of inspectors on displaying their mentorship roles are higher than the school administrators in all dimensions. When the inspectors display sharing, guiding, emphatic behaviors, this has a positive effect on the development of the school administrators. Prohibitive, prejudiced, worrisome, judgmental, offending, inconsistent, highbrow behaviors of the inspectors avoid a comfortable communication/interaction with the school administrators and hinder the administrators to have occupational benefits from the inspectors.
Inspector of Education, Inspection, Gu