EVALUATION OF ARTIFICIAL INTELLIGENCE-SUPPORTED SUPERVISION APPLICATIONS IN EDUCATIONAL MANAGEMENT AND SUPERVISION

Abstract

This study aims to evaluate the current functioning of educational supervision, the advantages, disadvantages, limitations, risk factors, and integrability of AI-assisted supervision applications, and to determine opinions on the situation. The study, therefore, focuses on the problems existing in educational supervision, regulatory efforts to address these problems, and the problem situation regarding the use of AI-assisted supervision applications to solve these problems. In the study, a case study sub-design from qualitative research methods was uilized, employing semi-structured interview forms and in-depth interviews to obtain the opinions of educational supervisors regarding the use of AI-assisted supervision applications. Data were collected from 12 educational supervisors actively working at MEDDYK, affiliated with the Ministry of National Education of the Turkish Republic of Northern Cyprus, during the 2025-2026 academic year. They were selected using the Expert Sampling Method from Purposive Sampling Techniques. The findings have indicated that AI-assisted supervision applications provides convenience in all areas of the supervision process, saving time, improving archiving, and offering advantages to future generations of supervisors. However, while the findings highlight positive perceptions among supervisors, they also emphasize risk factors such as AI-assisted supervision potentially replacing humans, ethical issues related to malicious users gaining access to confidential information, and the inadequacy of the existing technological infrastructure in the TRNC. Although the research findings conclude that there is largely a positive perception, the general validity of these results should be questioned and supported by research conducted in different contexts. The study is expected to contribute to the literature on educational supervision and evaluation processes. The study suggests that teachers’ opinions and critics regarding AI-assisted supervision applications should be obtained from teachers, the existing internet and technology infrastructure in schools should be strengthened, in-service training on technology and information systems should be provided to teachers and school administrators, improvements should be made to the supervision criteria, and existing laws, regulations, and decrees should be reviewed and updated to meet current needs.

Keywords: Educational supervision, Artificial Intelligence, AI-assisted supervision, digital transformation, ethics, data security