A Research Regarding to Obligatory Displacement about School Administrators

Yıl 2012, Cilt: 2 Sayı: 2, 313 - 339, 01.03.2012

Yılmaz Tonbul Serdar Sağıroğlu

Öz

Background. Most of the researchers say that the factor that is the determiner of the effectiveness is the quality of principals (Aydın, 2005; Hoy & Miskel, 2010). However, although the principals have competency to manage the organizations according to it aims, working at the same institution for long periods of time causes laziness, mentally tiredness, increase of self-pride, blindness (Leblebici, 2005; Ülsever, 2008).Ministry of Education has started an application called “rotation” through Ministry of Education Educational Institutions' Principals Displacement, Appointment Regulations which takes a lot of criticism. The rotation has been applied in whole public institutions so far. According to Schermerhorn, Hunt and Osborn (2003), through job rotation duty variance is done by causing the employees experience different kinds of jobs. The researchers such as Wilbur (1993), Macleod (2008) and Campion (1994) mentioned that rotation has got some positive effects in case it causes principals understand the institutional process, do benchmarking, create different solution methods, learn new approaches from different people, prevent boredom, bring out excitement, motivate employees. However in some researches it is revealed out that if the principles are not taken into account it requires time and cost benefit (Campion, 1994; Coşgel & Thomas, 1999; Huang, 1999; Ortega, 2001). There are not sufficient studies as the rotation application is new both in national and international literature. In this research, it is aimed to reveal out how the rotation application is perceived by the school administrators. Method. This research was designed as mixed method and simultaneous variation strategy is used. Criteria based sampling which is one of the purposive sampling methods is used. The study group is composed of 187 school administrator and assistant principal that have undergone rotation in 2010-11 year in İzmir. 99 surveys are accepted as available, 99 surveys of assistant principals are taken into the analysis so totally 198 school administrators formed up the sample. Data is gathered through open ended questions form, the related parts of the case reports, regulations and satisfaction surveys. The survey that is consisted of the open ended questions is developed by the researchers. In the process of developing the form firstly literature is examined and item pool is created for open ended questions. The news from media is collected, the case results and explanations of the unions are also examined. In the next level, survey that is composed of open ended questions is applied to 12 school administrators. Validity and reliability: The questionnaire is developed as a result of the content analysis through literature and the answers to the open ended questions. The form is given to 2 academic staff and 3 school administrators for taking expert opinion. For the clarity of the questions, one of the Turkish teacher's opinion is taken. In these surveys there are questions related to personal and professional information. The results of the satisfaction surveys that were applied in 2009-2010 and 2010-2011 were taken from the district national education directorate and categorized as tables. The data related to the case reports results are taken from the web sites of the unions and tried to be verified through more than one source in electronic environment (memurlar.net; kamudanhaber.net; memurlar.biz). Results are shared with the school administrators and the teachers, participant acceptance is taken in order to increase the internal validity of the research. For descriptive validity, the sample and the process is reported in detail and data is supported statistically. For increasing the external reliability, the raw data is kept. Direct quotations from the participants are given and tried to find out the sources of the answers. In this research, it is aimed to gather data via different sources (principal and assistant managers) and via different data collection tools (open ended questions, case reports, satisfaction surveys). In literature expert opinion, direct quotations, variety, more than one researcher is said to increase the reliability of the research (Glesne & Peshkin, 1992; Shenton, 2004; Yıldırım & Şimşek, 2005). In the analysis of data, content analysis is used for case reports and the answers to the open ended questions. Also descriptive statistical results are given fort the demographic variables. Results. School administrators think that rotation has got positive and negative sides, it emerges out from a need but different from the ministry officials they think that it has got political aims. School administrators also determined that rotation is full of problems and the criteria in Appendix 2 are insufficient and unjust. Rotation has not affected the idea of being school administrator of the assistant principals. The cases are about the school type and the problems that emerge out of point calculations. According to the satisfaction survey results the teachers are not satisfied with new school administrators at the first year of this application.Discussion. Although the school administrators do not support the rotation practices willingly, they see the positive sides of the rotation and utter that it can be lasted if new regulations are made. The findings of Özdemir and Yaman (2011), Çelebi et al. (2011) indicate that school administrators and teachers do not appreciate the rotation, they criticize its being obligatory but at the same time the findings emerge out that the rotation do not affect the performance of the school administrators. School administrators are aware of the managerial troubles in the education system; the troubles such as professional burn out, renewing oneself, financial transparency, accountability can be regarded as the reasons for rotation. However, there have been discussions on rotation practices' carrying the risk of having aims for staffing and not having scientific background. Critics are mostly stated by secondary school administrators, the administrators that work far from the center, administrators that are single and are new at work. The variation of the demographic variables indicate that this rotation practice is not discussed in platforms where all the school administrators participate, in other words they think that it is early to start rotation practice. This finding is similar to Huang's (1999), research finding that the rotation practices are not based on a strategy and similar to Macleod (2008) in that the expectations will not be met if a pilot practice is not made. Rotation practices should be thought with education administrators' appointment, displacement and the new regulations in the conduction of administrator committee in education regions. The results of teachers satisfaction surveys indicate that the rotation practice has not given what had been expected in its first year. Suggestions. Rotation length can be 8 years. In the seventh year schools can be determined. One year can be evaluated as orientation process. Next year can be waited if the school type is not suitable. The rotation criteria can be reorganized. For this aim, the contribution of the period of service points may be reduced; assessment can be made according to the multiple data sources (teacher, parents, inspection and administration reports), the professional activities can be included (in service training, book, project, articles), proficiency exam can be made for the education administrators,expert and the head teacher exams can be made or the point value can be removed, the number of choices can be increased, right to prefer new schools can be given, financial support can be provided for accommodation and transportation

Anahtar Kelimeler

obligatory displacement , school administrators

Okul Müdürlerinin Zorunlu Yer Değiştirme Uygulamasına İlişkin Bir Araştırma

Öz

Araştırmanın amacı, 2010 yılında okul yöneticilerine yönelik ‘zorunlu yer değiştirme' uygulamasının, okul yöneticileri tarafından nasıl değerlendirildiğini belirlemek ve yaşanan sorunların neler olduğunu ortaya koyarak, yansımalarını incelemektir. Karma araştırma desenine göre tasarlanan araştırmada, eş zamanlı çeşitleme stratejisi kullanılmıştır. Örnekleme tekniği olarak amaçlı örnekleme yöntemlerinden ölçüte dayalı örnekleme tekniğinden yararlanılmıştır. Araştırmanın çalışma grubunu, İzmir merkez ilçelerdeki okullarda zorunlu yer değiştirmeye uğramış 99 okul müdürü ve bu okullarda görevli 99 müdür yardımcısı oluşturmaktadır. Veriler, araştırmacılar tarafından geliştirilen ‘okul yöneticilerinin zorunlu yer değiştirme uygulamasına ilişkin görüşleri anketi', mahkeme tutanakları ve zorunlu yer değiştirme uygulaması öncesi ile uygulama sonrasında okullarda uygulanan ‘Memnuniyet anketleri' bulgularının incelenmesi yoluyla toplanmıştır. Veri çözümleme teknikleri olarak nitel çözümleme teknikleri kullanılmış, betimsel istatistiklere yer verilmiştir. Bulgular, uygulamanın zamanlamasında ve yer değiştirme ölçütlerinde sorunlar olduğunu; uygulamanın kişisel açıdan ve okulun işleyişine etkileri bakımdan olumlu ve olumsuz yönlerinin bulunduğunu; memnuniyet anketlerine göre, uygulamanın henüz istenen sonuçları vermediğini, ancak bazı düzenlemelere gidilerek uygulamanın devam ettirilmesi ve yaygınlaştırılması gerektiğini ortaya koymaktadır.

Anahtar Kelimeler

zorunlu yer değiştirme , okul yöneticileri

Kaynakça

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