Okul yöneticilerinin göreve geliş biçimlerinin okul kültürüne yansımaları
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Dosyalar
Tarih
2015
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Trakya Üniversitesi Sosyal Bilimler Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırma okul yöneticilerinin göreve geliş biçimlerinin okul kültürüne yansımalarını yönetici görüşlerine dayalı olarak incelemek amacıyla yapılmıştır. Araştırmada üç alt probleme yanıt aranmıştır. Birinci alt problemde okul müdürlerinin sınavla göreve gelmesinin okul kültürüne etkileri incelenmiştir. İkinci alt problemde okul müdürlerinin eğitim yönetimi alanında lisansüstü eğitim alarak göreve gelmesinin okul kültürüne etkileri incelenmiştir. Üçüncü alt problemde ise okul müdürlerinin görevlendirilmesinin okul kültürüne etkilerine yanıt aranmıştır.Araştırma nitel bir çalışma olarak desenlenmiş, durum çalışması çerçevesinde yürütülmüştür. Araştırmanın çalışma grubunu belirlemek üzere amaçlı örnekleme yöntemlerinden maksimum çeşitlilik örneklemesi yöntemi kullanılmıştır. Bu araştırmada çalışma grubunu Tekirdağ ili Çorlu ilçesinde Milli Eğitim Bakanlığına bağlı bulunan lise, ortaokul ve ilkokullarda görev yapan 12 okul yöneticisi oluşturmaktadır. Araştırma ile ilgili veriler 2014-2015 eğitim-öğretim yılında toplanmıştır. Çalışma grubunda yer alan yöneticilerden veri toplanabilmesi için yarı yapılandırılmış görüşme formu geliştirilmiştir. Görüşme formunda okul yöneticilerinin göreve geliş biçimlerinin okul kültürüne yansımalarına ilişkin görüşlerini ortaya çıkarmaya yönelik sorular sorulmuştur. Araştırmada elde edilen veriler içerik analizi tekniği ile çözümlenmiştir.Bu araştırmadan elde edilen bulgular şöyle özetlenebilir; araştırmaya katılan katılımcıların tamamı, okul yöneticilerinin sınavla göreve gelmeleri gerektiğini düşünmektedir. Okul yöneticilerinin çoğu yöneticilerin yönetim alanında lisansüstü eğitim alarak göreve gelmeleri gerektiği görüşündedir. Araştırmaya katılan yöneticilerin çoğu, okul yöneticilerinin görevlendirilmesi uygulamasını olumsuz olarak değerlendirmiştir. Okul yöneticileri okul yöneticilerinin sınavla, eğitim yönetimi alanında lisansüstü eğitimle ve görevlendirilme ile göreve gelmelerinin okul kültürüne birçok açıdan etkileri olduğunu düşünmektedirler.Bu araştırmada uygulayıcılar için bazı öneriler şunlardır; Sınavla göreve gelen okul müdürleri öğretmenlerce kabul edilme, okul iklimi, karar süreci, iletişim ve öğrenci başarısı konularında başarılı olduklarından, bu durum okul kültürüne olumlu yansımaktadır. Bu yüzden, okul yöneticilerinin göreve gelişlerinde yazılı sınav uygulaması mutlaka olmalıdır. Görevlendirme uygulaması okul yöneticilerinin motivasyonunda ve okula bağlılığında azalmaya sebep olduğundan bu durum okul kültürüne olumsuz yansımaktadır. Bu yüzden, okul yöneticilerinin görevlendirilmeleri yerine atama uygulaması tercih edilmelidir. Eğitim yönetimi alanında lisansüstü eğitim alarak göreve gelen okul yöneticileri öğretmenlerce kabul edilme, okul iklimi, karar süreci, iletişim, vizyon oluşturma konularında başarılı olduklarından, bu durum okul kültürüne olumlu yansımaktadır. Okul yöneticilerinin okul müdürlükleri ve daha üst düzey yönetimlere atamalarda, eğitim yönetimi alanında yüksek lisans ya da doktora yapmış olma şartı getirilmelidir. Geleceğe yönelik eğitim yöneticisi yetiştirme politikaları sürekli değişikliklerden kaçınarak, belirli bir plan çerçevesinde oluşturulmalı, bunun için MEB ve üniversiteler işbirliği içinde çalışmalıdır.
Abstract
This research was conducted to examine the reflections on the school culture of the types of school administrators’ appointments according to administrators’ view. There are three sub-problems to be explained in this study. In the first sub-problem, the effects on school culture of school administrators to be appointed after an examination, are explained. In the second sub-problem, the effects on school culture of school administrators' post-graduate degree in educational administration, have been studied. In the third sub-problem it has been looked for a response to the question of how school administrators' assignment affects the school culture.The research designed as a qualitative study and it employed case study method. In order to determine study group of the research, maximum variety sampling method, which is one of the purposeful sampling methods, was used. The working group of this research has been formed among 12 school administrators employed in high schools, secondary schools and elementary schools depending on the Ministry of National Education and located in Çorlu, Tekirdağ. The data on this research were collected in 2014-2015 academic year. A semi-structured interview form was prepared in order to collect data from the school administrators in the working group. In the interview form, questions were asked to find out the administrators' views on the reflections of the types of school administrators' appointments on school culture. The data obtained in the study were analyzed using content analysis technique. The findings from this study may be summarized as follows; all of the participants in the research think that school administrators should be appointed by examination. Most of the school administrators are of the opinion that the administrators should be appointed after taking post-graduate in educational administration trainings. Most of the administrators who have interviewed have assessed that the application as the assignment of school administrators negative. School administrators think that the examination of school administrators, post-graduate in educational administration training and the assignment of taking office have some effects on the school culture. Some suggestions for practitioners in this research are; school administrators winning examination and appointed are successful on acceptance by teachers, school climate, decision process and communication and student achievement issues, this situation reflects on the school culture positively. Therefore, written examinations should always be done to take office of school administrators. School administrators taken post-graduate degrees in the field of educational administration are successful on acceptance by teachers, school climate, decision-making, communication and creating vision issues, this situation reflects on the school culture positively. Therefore, having a master or a doctorate in educational administration must be stipulate in appointments as school administrators and as more superior administrators. The system of assignment of school administrators results in a reduction in the commitment to the school and their motivation and this situation affects the school culture negatively. Therefore, appointment should be preferred instead of assignment. The training policies of educational administrators for the future, avoiding the constant changes, should be created to a specific plan, Ministry of Education and universities must work in cooperation for this.
Abstract
This research was conducted to examine the reflections on the school culture of the types of school administrators’ appointments according to administrators’ view. There are three sub-problems to be explained in this study. In the first sub-problem, the effects on school culture of school administrators to be appointed after an examination, are explained. In the second sub-problem, the effects on school culture of school administrators' post-graduate degree in educational administration, have been studied. In the third sub-problem it has been looked for a response to the question of how school administrators' assignment affects the school culture.The research designed as a qualitative study and it employed case study method. In order to determine study group of the research, maximum variety sampling method, which is one of the purposeful sampling methods, was used. The working group of this research has been formed among 12 school administrators employed in high schools, secondary schools and elementary schools depending on the Ministry of National Education and located in Çorlu, Tekirdağ. The data on this research were collected in 2014-2015 academic year. A semi-structured interview form was prepared in order to collect data from the school administrators in the working group. In the interview form, questions were asked to find out the administrators' views on the reflections of the types of school administrators' appointments on school culture. The data obtained in the study were analyzed using content analysis technique. The findings from this study may be summarized as follows; all of the participants in the research think that school administrators should be appointed by examination. Most of the school administrators are of the opinion that the administrators should be appointed after taking post-graduate in educational administration trainings. Most of the administrators who have interviewed have assessed that the application as the assignment of school administrators negative. School administrators think that the examination of school administrators, post-graduate in educational administration training and the assignment of taking office have some effects on the school culture. Some suggestions for practitioners in this research are; school administrators winning examination and appointed are successful on acceptance by teachers, school climate, decision process and communication and student achievement issues, this situation reflects on the school culture positively. Therefore, written examinations should always be done to take office of school administrators. School administrators taken post-graduate degrees in the field of educational administration are successful on acceptance by teachers, school climate, decision-making, communication and creating vision issues, this situation reflects on the school culture positively. Therefore, having a master or a doctorate in educational administration must be stipulate in appointments as school administrators and as more superior administrators. The system of assignment of school administrators results in a reduction in the commitment to the school and their motivation and this situation affects the school culture negatively. Therefore, appointment should be preferred instead of assignment. The training policies of educational administrators for the future, avoiding the constant changes, should be created to a specific plan, Ministry of Education and universities must work in cooperation for this.
Açıklama
Yüksek Lisans Tezi
Anahtar Kelimeler
Okul Yöneticisi, Okul Kültürü, School Administrators, School Culture
