Research Article
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The Reasons Why School Assistant Principals Leave Their Careers

Year 2019, Volume 52, Issue 3, 737 - 770, 01.12.2019
https://doi.org/10.30964/auebfd.505268

Abstract

The purpose of the study is to examine the reasons why assistant principals leave their positions voluntarily. The phenomenology pattern, which is one of the qualitative research methods, was used in data analysis and the data were collected using a semi-structured interview form. Through the criterion sampling method, 21 teachers who had resigned from the assistant principal positions and turned back to teaching positions in different districts of Istanbul were interviewed. The data obtained from the interviews were coded and subjected to content analysis under themes. In the study, it was observed that most of the people who resigned from assistant principal positions were male and they resigned in the beginning phase of their careers (1-3 years). Most of those who resigned were elementary school teachers and most of them  resigned from the school with 1000-1999 students and 31-70 teachers. At the same time, most of them resigned in the first three years of their managerial positions and 11 years or more of their teaching positions. The majority of those who resigned from assistant principal positions stated that administrative paperwork was too much, they had been engaged in non-duty jobs, they had been forced to encounter recruitment interviews and political-ideological barriers and they did not consider the assistant principal position as a career. As an external factor, family factors were observed to be effective in resigning. When the internal factors were examined, the following reasons were observed: workload, having difficulty in having teachers and other staff make things, being caught in the middle of the principal and the teachers, the littleness of the income of the assistant principal position, minimum annual leave, being obliged to use less time than the annual leave period and long working hours. At the same time, they stated that they were experiencing mental-emotional exhaustion in the assistant principal position and that the majority of them (12 / 21) did not consider returning to that position. In this respect, it is noteworthy for the research that the factors within the school and career rights are more dominant in terms of reasons for and dimensions of resignation.

References

  • Akinola & Adebakin (2016). Principals Graduate Qualification: A Plus for Secondary School Effectiveness in Nigeria. Asia Pacific Journal of Education, Arts and Sciences, 3(1), 31-39
  • Allen, J.G., Weaver, R.L. (2014). Learning To Lead: The Professional Development Needs Of Assistant Principals. NCPEA Education Leadership Review, 15(2),14-32Bakioğlu, A.(1994).Okul Yöneticisinin Kariyer Basamakları: İngiliz Eğitimi Sisteminde Yöneticilerin Etkinlikleri Üzerindeki Faktörler. M.Ü. Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi,6,17-28
  • Barnett, B.G., Shoho, A.R. & Oleszewski, A.M. (2012) The Job Realities of Beginning and Experienced Assistant Principals, Leadership and Policy in Schools, 11:1, 92-128
  • Başol, G. (2013). A Comparison of Female and Male School Administrators’ Burnout Levels Controlling for Perceived Social Support. Education and Science ,38(169), 3-18
  • Cano-García, F. J., Padilla-Muñoz, E. M. and Carrasco-Ortiz, M. A. (2005). Personality and Contextual Variables in Teacher Burnout. Personality and Individual Differences 38, 929–940.
  • Dağlı, A.(2006). Okul Yöneticilerinin Tükenmişlik Düzeyleri. Eurasian Journal of Educational Research, 25, 85-95Daresh, J.C. & Playko, M.A. (1994). Aspiring and practicising principals; perceptions of critical skills for beginning leaders. Journal of Educational Administration, 32(2), 35-45
  • Darmody and Smyth (2008). Job Satisfaction and Occupational Stress among Primary School Teachers and School Principals in Ireland. ESRI(Growing Up in Ireland Study Team). Ireland. http://www.teachingcouncil.ie/en/Publications/Research/Documents/Job-Satisfaction-and-Occupational-Stress-among-Primary-School-Teachers-and-School-Principals-in-Ireland.pdf adresinden 23 Ekim 2017 tarihinde edinilmiştir.
  • Dimmock,C. & Cheng, Y. T. (2013). Educational Leadership in Singapore. Tight coupling, sustainability, scalability and succession. Journal of Educational Administration, 51(3), 320-340
  • Dlugosh, L. L. (1994). Why Administrators Move: Factors Contributing to the Turnover of School Administrators in Nebreska(Reports). The Department of Educational Administration University of Nebraska-Lincoln. http://files.eric.ed.gov/fulltext/ED 375505.pdf adresinden 28 Ekim 2017 tarihinde edinilmiştir.
  • Erginer, A. ve Köse, M. F. (2012). Okul Yöneticilerinin Yöneticiliği Tercih ve Bırakma Nedenlerine İlişkin Nitel Bir Çalışma. E-Journal of New World Sciences Academy,7 (4), 14-28 http://dergipark.gov.tr/download/article-file/187033 adresinden 28 Ekim 2017 tarihinde edinilmiştir.
  • Federici, R.A. and Skaalvik, E.M. (2011). Principal self-efficacy and work engagement: Assessing a Norwegian Principal Self-Efficacy Scale. Journal of Social Psychology of Education, 14, 575–600
  • Fernet, C. ,Guay, F.,Senecal, C. and Austin, S. (2012). Predicting Intraindividual Changes in Teacher Burnout: The Role of Perceived School Environment and Motivational Factors. Teaching and Teacher Education, 28 (4),514–525
  • Fields, L., & Egley, R. (2005). Assistant principals in Florida rank first-year challenges; Study’s results highlight areas of need for professional development. ERS Spectrum, 23(1), 4–10
  • Friedman, I. A. (2002). Burnout in School Principals: Role Related Antecedents. Social Psychology of Education, 5, 229–251
  • Gajda, R. and Militello, M. (2008). Recruiting and Retaining School Principals: What We Can Learn From Practicing Administrators. Journal of Scholarship and Practice, 5(2), 14-20
  • Glanz, J. (1994). Redefining the roles and responsibilities of assistant principals. Clearing House, 67, 283–287
  • Glıgorovıć, B., Nıkolıć, M., Terek, E., Glušac, D. and Tasıć, I. (2016). The Impact of School Culture on Serbian Primary Teachers Job Satisfaction. H. U. Journal of Education, 31(2), 231-248.
  • Gmelch, W.H., Gates, G., Parkay, F.W., Torelli, J.A. (1994). The Impact of Personal, Professional, and Organizational Characteristics on Administrator Burnout. Report Presented at the Annual Meeting of the American Educational Research Association. New Orleans, April 4-8, 1994. http://files.eric.ed.gov/fulltext/ED373451.pdf adresinden 25 Ekim 2017 tarihinde edinilmiştir.
  • Göksoy, S. (2015). Bureaucratic Problems at Schools. Journal of Education and Future. İssue 7, 99-118
  • Gray, C. and Behan, S. (2005). Current and predicted staffing patterns in post-primary schools: the perception and experience of school principals. Oxford Review of Education, 31(3), 443–458
  • Güçlü, N., Şahin, F., Tabak, B.Y., Sönmez, E. (2016). Türkiye’de Okul Yöneticisi Görevlendirmeye İlişkin Yönetici Adayı Görüşleri. Gazi Üniversitesi Eğitim Fakültesi Dergisi, 36(1), 51-71
  • Harvey, M. J. (1994). The deputy principalship: Retrospect and prospect. The International Journal of Educational Management, 8(3), 15–25
  • Hausman, C., Nebeker, A., McCreary, J. and Donaldson, G. (2001). The Worklife of the Assistant Principal. Journal Of Educational Administration, 40(2), 136-157.
  • Hayon, L., Faraj, H. & Wubbels, T. (2001). Burnout Among Israeli Arab School Principals as a Function of Professional İdentity and İnterpersonal Relationships with Teachers. International Journal of Leadership in Education. 5(2), 149-162
  • Huber, S.G. & Pashiardis P. (2008). The Recruitment and Selection of School Leaders. In International handbook on the preparation and development of school leaders. Lumby, I., Crow, G.& Pashiardis, P. (176-202). Routledge; Taylor and Francis: London.
  • Izgar, H. (2009). Okul Yöneticilerinde Yalnızlık ve Depresyon Üzerine Bir İnceleme. Kuram ve Uygulamada Eğitim Bilimleri, 9(1), 231-258
  • Jonga, D., Grundmeyer, T. and Yankey, J. (2017). İdentifying and addressing themes of job dissatisfaction for secondary principals. School Leadership & Management, 37(4),354-371
  • Karasar, N. (2012). Bilimsel Araştırma Yöntemi. Ankara: Nobel Yayıncılık
  • Kılınç, A.Ç., Koşar, S., Er, E. ve Koşar, D. (2017). Okul Yöneticiliği Görevinden Öğretmenliğe Dönüş: Yaşanan Sorunlar ve Çözüm Önerileri. Türk Bilim Araştırma Vakfı,10(3),53-73
  • Konan, N., Yılmaz, S., Bozanoğu, B. (2017).Okul Müdür Yardımcısı Görevlendirilmesine İlişkin Yönetici ve Öğretmen Görüşleri. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 23(1), 105-134
  • Koşar, S., Sezgin, F. ve Aslan, H. (2013). Okul Müdürlerinin Resmî Görev Tanımlarının Dışında Olduğunu Düşündükleri İşlere İlişkin Görüşleri. GEFAD(Gazi Eğitim Fakültesi Dergisi), 33(1), 147-164
  • Kruger, M.L., Eck, E. V. and Vermeulen, A. (2005). Why principals leave: risk factors for premature departure in the Netherlands compared for women and men. School Leadership & Management, 25(3), 241-261 http://www.tandfonline.com/doi/abs/10.1080/ 13634230500116 322 adresinden 29 Ekim 2017 tarihinde edinilmiştir.
  • Manabete, S.S., John, C. A., Makinde, A. A. and Duwa, S. T. (2016). Job Stress Among School Administrators and Teachers İn Nigerian Secondary Schools and Technical Colleges. International Journal of Education, Learning and Development, 4(2), 1-9 http://www.eajournals.org/wp-content/uploads/Job-Stress-among-SchoolAdministrators -and-Teachers-in-Nigerian-Secondary-Schools-and-Technical-Colleges.pdf adresinden 24 Ekim 2017 tarihinde edinilmiştir.
  • MEB (2018). Millî Eğitim Bakanlığı Eğitim Kurumlarına Yönetici Görevlendirme Yönetmeliği. 30455, 21 Haziran 2018.
  • Michel, G. (1996). Socialization and career orientation of the assistant principal. (ERIC Document Reproduction Service No. ED 395381), 1–19.
  • OECD (2013). Educatıon Polıcy Outlook Fınland. Report by The Organisation for Economic Co-operation and Development. November 2013. http://www.oecd.org/education adresinden 11 Kasım 2018 tarihinde edinilmiştir.
  • RAND Education (2012). Challenges and Opportunities Facing Principals in the First Year at a School. California: RAND Corporation Research.https://www.rand.org /pubs/research_briefs /RB9643.html adresinden 19/12/2017 tarihinde edinilmiştir.
  • Searby ,L., Browne-Ferrigno, T. and Wanga, C. (2017). Assistant Principals: Their Readiness as Instructional Leaders . Leadershıp And Polıcy In Schools, 16(3),397-430Shen, J., Cooley, V. E. ,Ruhl-Smith, C.D. (1999). Entering and Leaving School Administrative Positions. International Journal of Leadership in Education, 2(4), 353 367.
  • Shoho, A.R. and Barnett, B.G.(2010). The Realites Of New Principals: Challenges, Joys and Sorrows. Journal of School Leadership, 20(5),561-596
  • Turan, S., Yalçın, G. (2015). Okul Yöneticilerinin Yaptığı ve Yapmak İstediği İşler ile İş Doyumları Arasındaki İlişkinin İncelenmesi. Kalem Eğitim ve İnsan Bilimleri Dergisi, 5(2),11-34
  • Türkmenoğlu, G. ve Bülbül, T. (2015). Okul Yöneticilerinin Göreve Geliş Biçimlerinin Okul Kültürüne Yansımaları. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 11(2), 526-549
  • Webb, R., & Vulliamy, G. (1995). The changing role of the primary school deputy headteacher. School Organization, 15(1), 53–64
  • Yıldırım, A., Şimşek, H.(2011). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık

Okul Müdür Yardımcılarının Görevlerinden Ayrılma Nedenleri

Year 2019, Volume 52, Issue 3, 737 - 770, 01.12.2019
https://doi.org/10.30964/auebfd.505268

Abstract

Araştırmanın amacı, müdür yardımcılığı görevinden kendi isteğiyle ayrılan okul yöneticilerinin görevden ayrılma nedenlerinin incelenmesidir. Nitel araştırma yöntemlerinden olgubilim deseniyle yürütülen çalışmanın verileri, yarı yapılandırılmış görüşme formu kullanılarak elde edilmiştir. Ölçüt örnekleme yoluyla İstanbul’un altı ilçesinde önceden müdür yardımcılığı yapmış ve istifa ederek öğretmenliğe dönmüş 21 öğretmen ile görüşülmüştür. Görüşmelerden elde edilen veriler kodlanmış ve temalar altında içerik analizi gerçekleştirilmiştir. Araştırmada müdür yardımcılığından istifa edenlerin çoğunluğunu erkek yöneticiler oluşturmakta olup, çoğunluğu kariyerlerinin başlangıç basamağında (1-3 yıl) istifa etmişlerdir. Müdür yardımcılığını bırakanların büyük bir bölümü idari evrak işlerinin fazla olduğunu, görev alanı dışı işlerle uğraştıklarını; önlerinde kariyer engeli olarak mülakat ve siyasi-ideolojik engellerin olduğunu, müdür yardımcılığını kariyer olarak görmediklerini belirtmişlerdir. Aynı zamanda istifa etmelerinde dış etken olarak aile kaynaklı nedenlerin, iç etken olarak iş yükünün etkili olduğunu; öğretmenlerle ilişkileri bakımından öğretmenlere ve diğer personele iş yaptırmakta zorluk yaşadıklarını, öğretmen ile müdür arasında kaldıklarını; müdür yardımcılığının maddi getirisinin olmadığını, izin haklarının az olduğunu ve kullanamadıklarını, uzun çalışma sürelerine sahip olduklarını belirtmişlerdir. Yine müdür yardımcılığı görevinde zihinsel-duygusal tükenme yaşadıklarını ve çoğunluğu müdür yardımcılığına geri dönmeyi düşünmediğini belirtmiştir. Bu anlamda müdür yardımcılığından istifa etme gerekçe ve boyutları bakımından okul içi etkenlerin ve kariyer haklarının daha baskın olması araştırma açısından dikkate değerdir.

References

  • Akinola & Adebakin (2016). Principals Graduate Qualification: A Plus for Secondary School Effectiveness in Nigeria. Asia Pacific Journal of Education, Arts and Sciences, 3(1), 31-39
  • Allen, J.G., Weaver, R.L. (2014). Learning To Lead: The Professional Development Needs Of Assistant Principals. NCPEA Education Leadership Review, 15(2),14-32Bakioğlu, A.(1994).Okul Yöneticisinin Kariyer Basamakları: İngiliz Eğitimi Sisteminde Yöneticilerin Etkinlikleri Üzerindeki Faktörler. M.Ü. Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi,6,17-28
  • Barnett, B.G., Shoho, A.R. & Oleszewski, A.M. (2012) The Job Realities of Beginning and Experienced Assistant Principals, Leadership and Policy in Schools, 11:1, 92-128
  • Başol, G. (2013). A Comparison of Female and Male School Administrators’ Burnout Levels Controlling for Perceived Social Support. Education and Science ,38(169), 3-18
  • Cano-García, F. J., Padilla-Muñoz, E. M. and Carrasco-Ortiz, M. A. (2005). Personality and Contextual Variables in Teacher Burnout. Personality and Individual Differences 38, 929–940.
  • Dağlı, A.(2006). Okul Yöneticilerinin Tükenmişlik Düzeyleri. Eurasian Journal of Educational Research, 25, 85-95Daresh, J.C. & Playko, M.A. (1994). Aspiring and practicising principals; perceptions of critical skills for beginning leaders. Journal of Educational Administration, 32(2), 35-45
  • Darmody and Smyth (2008). Job Satisfaction and Occupational Stress among Primary School Teachers and School Principals in Ireland. ESRI(Growing Up in Ireland Study Team). Ireland. http://www.teachingcouncil.ie/en/Publications/Research/Documents/Job-Satisfaction-and-Occupational-Stress-among-Primary-School-Teachers-and-School-Principals-in-Ireland.pdf adresinden 23 Ekim 2017 tarihinde edinilmiştir.
  • Dimmock,C. & Cheng, Y. T. (2013). Educational Leadership in Singapore. Tight coupling, sustainability, scalability and succession. Journal of Educational Administration, 51(3), 320-340
  • Dlugosh, L. L. (1994). Why Administrators Move: Factors Contributing to the Turnover of School Administrators in Nebreska(Reports). The Department of Educational Administration University of Nebraska-Lincoln. http://files.eric.ed.gov/fulltext/ED 375505.pdf adresinden 28 Ekim 2017 tarihinde edinilmiştir.
  • Erginer, A. ve Köse, M. F. (2012). Okul Yöneticilerinin Yöneticiliği Tercih ve Bırakma Nedenlerine İlişkin Nitel Bir Çalışma. E-Journal of New World Sciences Academy,7 (4), 14-28 http://dergipark.gov.tr/download/article-file/187033 adresinden 28 Ekim 2017 tarihinde edinilmiştir.
  • Federici, R.A. and Skaalvik, E.M. (2011). Principal self-efficacy and work engagement: Assessing a Norwegian Principal Self-Efficacy Scale. Journal of Social Psychology of Education, 14, 575–600
  • Fernet, C. ,Guay, F.,Senecal, C. and Austin, S. (2012). Predicting Intraindividual Changes in Teacher Burnout: The Role of Perceived School Environment and Motivational Factors. Teaching and Teacher Education, 28 (4),514–525
  • Fields, L., & Egley, R. (2005). Assistant principals in Florida rank first-year challenges; Study’s results highlight areas of need for professional development. ERS Spectrum, 23(1), 4–10
  • Friedman, I. A. (2002). Burnout in School Principals: Role Related Antecedents. Social Psychology of Education, 5, 229–251
  • Gajda, R. and Militello, M. (2008). Recruiting and Retaining School Principals: What We Can Learn From Practicing Administrators. Journal of Scholarship and Practice, 5(2), 14-20
  • Glanz, J. (1994). Redefining the roles and responsibilities of assistant principals. Clearing House, 67, 283–287
  • Glıgorovıć, B., Nıkolıć, M., Terek, E., Glušac, D. and Tasıć, I. (2016). The Impact of School Culture on Serbian Primary Teachers Job Satisfaction. H. U. Journal of Education, 31(2), 231-248.
  • Gmelch, W.H., Gates, G., Parkay, F.W., Torelli, J.A. (1994). The Impact of Personal, Professional, and Organizational Characteristics on Administrator Burnout. Report Presented at the Annual Meeting of the American Educational Research Association. New Orleans, April 4-8, 1994. http://files.eric.ed.gov/fulltext/ED373451.pdf adresinden 25 Ekim 2017 tarihinde edinilmiştir.
  • Göksoy, S. (2015). Bureaucratic Problems at Schools. Journal of Education and Future. İssue 7, 99-118
  • Gray, C. and Behan, S. (2005). Current and predicted staffing patterns in post-primary schools: the perception and experience of school principals. Oxford Review of Education, 31(3), 443–458
  • Güçlü, N., Şahin, F., Tabak, B.Y., Sönmez, E. (2016). Türkiye’de Okul Yöneticisi Görevlendirmeye İlişkin Yönetici Adayı Görüşleri. Gazi Üniversitesi Eğitim Fakültesi Dergisi, 36(1), 51-71
  • Harvey, M. J. (1994). The deputy principalship: Retrospect and prospect. The International Journal of Educational Management, 8(3), 15–25
  • Hausman, C., Nebeker, A., McCreary, J. and Donaldson, G. (2001). The Worklife of the Assistant Principal. Journal Of Educational Administration, 40(2), 136-157.
  • Hayon, L., Faraj, H. & Wubbels, T. (2001). Burnout Among Israeli Arab School Principals as a Function of Professional İdentity and İnterpersonal Relationships with Teachers. International Journal of Leadership in Education. 5(2), 149-162
  • Huber, S.G. & Pashiardis P. (2008). The Recruitment and Selection of School Leaders. In International handbook on the preparation and development of school leaders. Lumby, I., Crow, G.& Pashiardis, P. (176-202). Routledge; Taylor and Francis: London.
  • Izgar, H. (2009). Okul Yöneticilerinde Yalnızlık ve Depresyon Üzerine Bir İnceleme. Kuram ve Uygulamada Eğitim Bilimleri, 9(1), 231-258
  • Jonga, D., Grundmeyer, T. and Yankey, J. (2017). İdentifying and addressing themes of job dissatisfaction for secondary principals. School Leadership & Management, 37(4),354-371
  • Karasar, N. (2012). Bilimsel Araştırma Yöntemi. Ankara: Nobel Yayıncılık
  • Kılınç, A.Ç., Koşar, S., Er, E. ve Koşar, D. (2017). Okul Yöneticiliği Görevinden Öğretmenliğe Dönüş: Yaşanan Sorunlar ve Çözüm Önerileri. Türk Bilim Araştırma Vakfı,10(3),53-73
  • Konan, N., Yılmaz, S., Bozanoğu, B. (2017).Okul Müdür Yardımcısı Görevlendirilmesine İlişkin Yönetici ve Öğretmen Görüşleri. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 23(1), 105-134
  • Koşar, S., Sezgin, F. ve Aslan, H. (2013). Okul Müdürlerinin Resmî Görev Tanımlarının Dışında Olduğunu Düşündükleri İşlere İlişkin Görüşleri. GEFAD(Gazi Eğitim Fakültesi Dergisi), 33(1), 147-164
  • Kruger, M.L., Eck, E. V. and Vermeulen, A. (2005). Why principals leave: risk factors for premature departure in the Netherlands compared for women and men. School Leadership & Management, 25(3), 241-261 http://www.tandfonline.com/doi/abs/10.1080/ 13634230500116 322 adresinden 29 Ekim 2017 tarihinde edinilmiştir.
  • Manabete, S.S., John, C. A., Makinde, A. A. and Duwa, S. T. (2016). Job Stress Among School Administrators and Teachers İn Nigerian Secondary Schools and Technical Colleges. International Journal of Education, Learning and Development, 4(2), 1-9 http://www.eajournals.org/wp-content/uploads/Job-Stress-among-SchoolAdministrators -and-Teachers-in-Nigerian-Secondary-Schools-and-Technical-Colleges.pdf adresinden 24 Ekim 2017 tarihinde edinilmiştir.
  • MEB (2018). Millî Eğitim Bakanlığı Eğitim Kurumlarına Yönetici Görevlendirme Yönetmeliği. 30455, 21 Haziran 2018.
  • Michel, G. (1996). Socialization and career orientation of the assistant principal. (ERIC Document Reproduction Service No. ED 395381), 1–19.
  • OECD (2013). Educatıon Polıcy Outlook Fınland. Report by The Organisation for Economic Co-operation and Development. November 2013. http://www.oecd.org/education adresinden 11 Kasım 2018 tarihinde edinilmiştir.
  • RAND Education (2012). Challenges and Opportunities Facing Principals in the First Year at a School. California: RAND Corporation Research.https://www.rand.org /pubs/research_briefs /RB9643.html adresinden 19/12/2017 tarihinde edinilmiştir.
  • Searby ,L., Browne-Ferrigno, T. and Wanga, C. (2017). Assistant Principals: Their Readiness as Instructional Leaders . Leadershıp And Polıcy In Schools, 16(3),397-430Shen, J., Cooley, V. E. ,Ruhl-Smith, C.D. (1999). Entering and Leaving School Administrative Positions. International Journal of Leadership in Education, 2(4), 353 367.
  • Shoho, A.R. and Barnett, B.G.(2010). The Realites Of New Principals: Challenges, Joys and Sorrows. Journal of School Leadership, 20(5),561-596
  • Turan, S., Yalçın, G. (2015). Okul Yöneticilerinin Yaptığı ve Yapmak İstediği İşler ile İş Doyumları Arasındaki İlişkinin İncelenmesi. Kalem Eğitim ve İnsan Bilimleri Dergisi, 5(2),11-34
  • Türkmenoğlu, G. ve Bülbül, T. (2015). Okul Yöneticilerinin Göreve Geliş Biçimlerinin Okul Kültürüne Yansımaları. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 11(2), 526-549
  • Webb, R., & Vulliamy, G. (1995). The changing role of the primary school deputy headteacher. School Organization, 15(1), 53–64
  • Yıldırım, A., Şimşek, H.(2011). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık

Details

Primary Language Turkish
Subjects Education, Scientific Disciplines
Journal Section Research Article
Authors

Ayşen BAKİOĞLU
MARMARA ÜNİVERSİTESİ
0000-0000-0000-0000
Türkiye


Mesut DEMİRBİLEK (Primary Author)
MARMARA ÜNİVERSİTESİ
0000-0002-7570-7807
Türkiye

Publication Date December 1, 2019
Published in Issue Year 2019, Volume 52, Issue 3

Cite

Bibtex @research article { auebfd505268, journal = {Ankara University Journal of Faculty of Educational Sciences (JFES)}, issn = {1301-3718}, eissn = {2458-8342}, address = {auebfd@gmail.com}, publisher = {Ankara University}, year = {2019}, volume = {52}, pages = {737 - 770}, doi = {10.30964/auebfd.505268}, title = {Okul Müdür Yardımcılarının Görevlerinden Ayrılma Nedenleri}, key = {cite}, author = {Bakioğlu, Ayşen and Demirbilek, Mesut} }
APA Bakioğlu, A. & Demirbilek, M. (2019). Okul Müdür Yardımcılarının Görevlerinden Ayrılma Nedenleri . Ankara University Journal of Faculty of Educational Sciences (JFES) , 52 (3) , 737-770 . DOI: 10.30964/auebfd.505268
MLA Bakioğlu, A. , Demirbilek, M. "Okul Müdür Yardımcılarının Görevlerinden Ayrılma Nedenleri" . Ankara University Journal of Faculty of Educational Sciences (JFES) 52 (2019 ): 737-770 <https://dergipark.org.tr/en/pub/auebfd/issue/48306/505268>
Chicago Bakioğlu, A. , Demirbilek, M. "Okul Müdür Yardımcılarının Görevlerinden Ayrılma Nedenleri". Ankara University Journal of Faculty of Educational Sciences (JFES) 52 (2019 ): 737-770
RIS TY - JOUR T1 - Okul Müdür Yardımcılarının Görevlerinden Ayrılma Nedenleri AU - Ayşen Bakioğlu , Mesut Demirbilek Y1 - 2019 PY - 2019 N1 - doi: 10.30964/auebfd.505268 DO - 10.30964/auebfd.505268 T2 - Ankara University Journal of Faculty of Educational Sciences (JFES) JF - Journal JO - JOR SP - 737 EP - 770 VL - 52 IS - 3 SN - 1301-3718-2458-8342 M3 - doi: 10.30964/auebfd.505268 UR - https://doi.org/10.30964/auebfd.505268 Y2 - 2019 ER -
EndNote %0 Ankara University Journal of Faculty of Educational Sciences (JFES) Okul Müdür Yardımcılarının Görevlerinden Ayrılma Nedenleri %A Ayşen Bakioğlu , Mesut Demirbilek %T Okul Müdür Yardımcılarının Görevlerinden Ayrılma Nedenleri %D 2019 %J Ankara University Journal of Faculty of Educational Sciences (JFES) %P 1301-3718-2458-8342 %V 52 %N 3 %R doi: 10.30964/auebfd.505268 %U 10.30964/auebfd.505268
ISNAD Bakioğlu, Ayşen , Demirbilek, Mesut . "Okul Müdür Yardımcılarının Görevlerinden Ayrılma Nedenleri". Ankara University Journal of Faculty of Educational Sciences (JFES) 52 / 3 (December 2019): 737-770 . https://doi.org/10.30964/auebfd.505268
AMA Bakioğlu A. , Demirbilek M. Okul Müdür Yardımcılarının Görevlerinden Ayrılma Nedenleri. JFES. 2019; 52(3): 737-770.
Vancouver Bakioğlu A. , Demirbilek M. Okul Müdür Yardımcılarının Görevlerinden Ayrılma Nedenleri. Ankara University Journal of Faculty of Educational Sciences (JFES). 2019; 52(3): 737-770.
IEEE A. Bakioğlu and M. Demirbilek , "Okul Müdür Yardımcılarının Görevlerinden Ayrılma Nedenleri", Ankara University Journal of Faculty of Educational Sciences (JFES), vol. 52, no. 3, pp. 737-770, Dec. 2019, doi:10.30964/auebfd.505268

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