Examining Educational Leaders Experience of Implementing Teacher-Oriented Educational Monitoring Patterns in Elementary Schools

The purpose of this study was to investigate educational leaders' experience in implementing teacher-centered educational monitoring models in elementary schools. This research was carried out in a qualitative way and based on the foundational data theory approach. Potential research participants consisted of educational leaders of West Azarbaijan Province who were selected by targeted sampling method to reach saturation point. The data were collected using the semi-structured interviews protocol. Calculation of reliability and validity of the data was done using two methods of reviewing the participants and reviewing non-participating experts in the research. Data were analyzed inductively, by theoretical coding method. Findings from of examining the experience of the leaders were classified in four themes: 1) Relational and Trust-oriented regulatory environment, 2) Supervision-based on teaching improvement, 3) Supervision-based on deliberation, 4) self reflection and also the Challenges of Leadership Experience in nine themes: 1) The different horizons of teachers and leaders, 2) Weakness of Teaching Teaching Knowledge, 3) Sociology of environmental Supervision, 4) Multilateral judgment and evaluation, 5) Lack of knowledge and skill in curriculum planning. In the classroom-based supervision model, will be centered- classroom and teacher.Examining the experiences of educational leaders showed that these people are affected by communication with theachers and are able to influence them differently. Accordingly, their experiences can be used to solve the problems of teachers.