Okul Yönetiminde Duygusal Emek: Okul Yöneticilerinin Görüş ve Deneyimleri

Abstract

Bu araştırmada okul yöneticilerinin okul ortamında sergiledikleri duygusal emeğe ilişkin görüşlerinin incelenmesi amaçlanmıştır. Nitel yöntemle yürütülen araştırmanın çalışma grubunu, Orta Karadeniz’de bir il merkezindeki ilkokul, ortaokul ve liselerde görev yapan 15 okul müdürü ve 15 müdür yardımcısından oluşan 30 okul yöneticisi oluşturmaktadır. Araştırma verileri, araştırmacılar tarafından geliştirilen yarı-yapılandırılmış görüşme formu aracılığıyla toplanmıştır. Verilerin analizinde içerik analizi ve betimsel analiz süreci benimsenmiştir. Araştırmanın sonuçları, okul yöneticilerinin duygularının mevzuat veya protokol kuralları gibi resmi kurallardan çok, kişisel özellikler ve meslek ahlakı gibi gayrı resmi kurallar tarafından biçimlendirildiğini göstermiştir. Okul yöneticilerinin okul ortamında genellikle kızgınlık, üzüntü, korku gibi olumsuz duygularını yansıtmayıp duruma uygun duyguyu sergilemek, öğrencilere istendik davranışları kazandırmak ve öğretmenleri motive etmek için rol yaptıkları saptanmıştır (yüzeysel sergileme). Bunun yanında, yöneticiliğin gereği olarak herkese eşit davranmak, olumlu bir okul iklimi oluşturmak, saygı çerçevesinde sağlıklı bir iletişim kurmak, otoriteyi korumak, pozitif olmak ve önyargılardan kurtulmak adına kimi duyguları hissetmek için kendilerini zorladıkları anlaşılmıştır (içten sergileme). Okul yöneticileri, çalışma ortamındaki insanlarla ilişkilerinde duygularını yönetme çabasının kendilerinde fiziksel ve psikolojik yorgunluk, yıpranma, mutsuzluk, stres, gerginlik, sinir, baş ağrısı, pişmanlık, uykusuzluk, tansiyon, huzursuzluk gibi olumsuz sonuçlar doğurduğunu belirtmişlerdir. Öte yandan, okul yöneticileri duygusal emek sergilemenin olumlu sonuçlarının da olduğunu belirtmişlerdir. Bunlar arasında olumlu iletişim, pozitif okul iklimi, mutluluk, psikolojik rahatlama, insanları daha iyi tanıma, başarı, insanların güvenini kazanma, daha tedbirli ve öngörülü olma, kabul görme, olgunluk ve iyi insan olma hissiyatı bulunmaktadır. Araştırma sonuçlarına dayalı olarak, üst yönetim, okul yöneticileri ve öğretmenlerde duygusal emek konusunda farkındalık oluşturulması ve okul ortamında duyguları uygun biçimde sergileme becerisi kazandırmaya yönelik eğitimlerin okul yöneticilerinin hizmet öncesi ve hizmet içi eğitimlerine entegre edilmesi önerilmiştir.

Keywords

• okul yönetiminde duygular
• duygusal emek
• okul yöneticisi

Emotional Labor in School Administration: Opinions and Experiences of Turkish School Administrators

Abstract

This paper seeks to examine the views and experiences of school administrators about the emotional labor that they exhibit in the school environment. The study group consists of a total of 30 school administrators. The qualitative method was used and a basic qualitative research design was adopted. The data were gathered through a semi-structured interview form and analyzed through content analysis. The results showed that there were feeling rules in school administration, and the emotions of school administrators are shaped mainly by informal rules such as personal characteristics and professional ethics rather than formal rules. It was determined that school administrators do not reflect their negative feelings, such as anger, sadness, and fear in the school environment and act to display the appropriate emotion (surface acting). In addition, it was understood that as a requirement of being an administrator, they force themselves to feel certain emotions to treat everyone equally and create a positive school climate (deep acting). School administrators indicated that the effort to manage their emotions in their relations with people in the school environment caused negative results such as burnout, weariness, unhappiness, stress, tension, nervousness, headache, regret, insomnia, tension, and restlessness. On the other hand, school administrators expressed that exhibiting emotional labor also had positive results. These include positive communication and school climate, happiness, psychological relaxation, getting to know people better, success, gaining people's trust, being more cautious and foresighted, being accepted, mature and the feeling of being a good person. Regarding the results, the concept of emotional labor and related skills can be integrated to the pre-service and in-service training of school administrators. Also some recommendations are made for the process of the school administrator selection process.

Keywords

• emotions in school administration
• emotional labor
• school administrator

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