Okul Yöneticilerinin Okula İlişkin Görüşlerinin Sosyolojik Kuramlar Çerçevesinde İncelenmesi

Year 2024, Volume: 41 Issue: 3, 33 - 46, 31.12.2024

Hatice Turan Bora

https://doi.org/10.52597/buje.1429089

Abstract

Toplumu anlamak için ortaya atılan sosyolojik teoriler, toplumsal kurumlardan biri olan eğitimle yakından ilgilidir. Eğitimi toplumun bir fonksiyonu olarak gören yaygın sosyolojik bakış açısına göre, bu teoriler okulları etkileme gücüne sahiptir. Bu çalışmanın amacı, okul yöneticilerinin okulun tanımı, amacı, öğretmenler ve yöneticiler ve okullarda olması ve olmaması gerekenler hakkındaki görüşlerini dört sosyolojik kuram (işlevselci, çatışmacı, yorumsamacı ve eleştirel) çerçevesinde incelemektir. Okul gelişimine doğrudan ve dolaylı etkileri olan okul yöneticilerinin okula ilişkin görüşlerinin kuramsal arka planını bilmek ve okul yöneticilerinin okula bakış açılarını açıklamak, okul yönetimi ve eğitim liderliği davranışlarının temellerini anlamamızı sağlayacaktır. Ayrıca sosyoloji ve okul yönetimi arasındaki kesişimi ortaya koyabilmek, toplumu iyileştirmek için okuldan destek almaya yönelik eylem planları geliştirebilir.

Keywords

okul yöneticileri, sosyolojik kuramlar, liderlik, toplum

AN EXAMINATION OF SCHOOL ADMINISTRATORS' OPINIONS ABOUT THE SCHOOL THROUGH SOCIOLOGICAL THEORIES

Abstract

Sociological theories put forward to understand society are closely related to education, which is one of the social institutions. According to the common sociological perspective, which sees education as a function of society, every theory has the power to influence schools. The aim of this study is to examine school administrators' views on the definition of school, its purpose, teachers and administrators, and what should and should not be in schools through four sociological theories: Functionalist, conflictualist, interpretivist and critical. Knowing the theoretical background of school administrators' views on the school, which have direct and indirect effects on school development, and explaining school administrators' perspectives on the school will enable us to understand the foundations of school management and educational leadership behaviors. In addition, being able to reveal the intersection between sociology and school administration can develop action plans for getting support from the school to improve society.

Keywords

School administrators, Sociological theories, Leadership, Society

Ethical Statement

In this study, the opinions of school administrators were gathered through a face-to-face interview format. Ethical permission was obtained from the Başkent University Ethics Committee for this research.

Supporting Institution

Non

Thanks

I would like to thanks Ms. Nilüfer Khudaykulov who made the English language corrections of this research, for her valuable contributions.

References

• Apple, M.W. (2012). Eğitim ve iktidar. Kalkedon Yayınları.
• Bernstein, B. (2003). Class, codes and control: Applied studies towards a sociology of language (Vol. 2). Psychology Press.
• Bourdieu, P. & Passeron, J. C. (2015). Yeniden üretim eğitim sistemine ilişkin bir teorinin ilkeleri (A. Sümer, L. Ünsaldı, & Ö. Akkaya, Trans.). Heretik Yayınevi (1970).
• Bowles, S. & Gintis, H. (2012). Schooling in capitalist societies. J. Ballantine, & J. Spade (Eds.) Schools and society: A sociological approach to education (pp. 40–43). (4th ed.). Sage Publication.
• Bruce, S. & Yearley, S. (2006). The sage dictionary of sociology. Sage publication.
• Collins, R. (2012). Conflict theory of educational stratification. J. Ballantine, & J. Spade (Eds.) Schools and society: A sociological approach to education (pp. 44–50). (4th ed.). Sage Publication.
• Cookson, P. & Sadovnik, A. (2002). Functionalist theories of education. D. Levinson, P.W. Cookson, & A. Sadovnik (Eds.). Education and sociology an encyclopedia (pp. 267–272). Routledge Falmer.
• Craft, A., Cremin, T., Burnard, P., & Chappell, K. (2008). Possibility thinking with children in England aged 3 - 7. A. Craft, T. Cremin, & P. Burnard (Eds.). Creative learning 3 - 11: And how we document it. Stoke-on-Trent (pp. 65–74). Trentham Books. https://doi.org/10.1016/j.tsc.2006.07.001
• Creative Partnerships UK. (2012). Creative schools development framework. https://creativeweb.creative-partnerships.com/guidance/090921/change-school-csdf-planning-formguidance.descriptors-and-form.pdf.
• Creative Scotland. (2013). What is creativity? www.creativescotland.com/resources/our-publications/plans-and-strategy-documents/scotlands-creative-learning-plan-2013
• Çelik, Ö. (2023). Sosyolojik paradigmalardan örgüt kuramlarına: Liderlik kavramının dönüşümü. Uluslararası Liderlik Çalışmaları Dergisi: Kuram ve Uygulama, 6(1), 90–101. https://doi.org/10.52848/ijls.1274276
• Deloitte (2021). Y ve Z kuşakları araştırması: Sorumluluk ve harekete geçme çağrısı-Türkiye. Dreeben, R. (2013). The contribution of schooling to the learning of norms. A. Sadovnik, P.W. Cookson, & S. F. Semel (Eds.). Exploring education: Education an iıntroduction to the foundation of education (pp. 129–146). (4th ed.). Routledge Falmer. Durkheim, E. (2016). Eğitim ve sosyoloji (P. Ergenekon, Trans.). Pinhan Yayıncılık (1956).
• Durkheim, E. (2010). Ahlak eğitimi (O. Adanır, Trans.). Say Yayın (1934).
• European Parliament and the Council (2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning. Official Journal of the European Union, http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2006:394:0010:0018:en:PDF
• Esgin, A. (2019). Temel sosyolojik teoriler ve eğitim. M.Ç. Özdemir & A.S. Arslangilay (Eds.). Eğitim sosyolojisi (pp.73–113) Pegem Akademi.
• Freire, P. (2014). Ezilenlerin pedagojisi (D. Hattaoğlu, & E. Özbek, Trans.). Ayrıntı Yayınları (1993).
• Giroux, H.A. (2008). Eleştirel pedagojinin vaadi (U. D. Tuna, Trans.). Kalkedon Yayınları.
• Goodenow C (1993). The psychological sense of school membership among adolescents: Scale development and educational correlates. Psychology in the Schools, 30(1), 79–90. https://doi.org/10.1002/1520-6807(199301)30:1<79::AID-PITS2310300113>3.0.CO;2-X
• Greenleaf, R. K. (2003). The servant as leader. H. Beazley, J. Beggs, & L.C. Spears (Eds.). The servant leader within: A transformative path (pp. 29–74). Paulist Press.
• Gronn, P. C. (1985). After TB Greenfield, Whither educational administration? Educational Management & Administration, 13(1), 55–61. https://doi.org/10.1177/174114328501300109
• Gutek, G. L. (2001). Eğitimin felsefi ve ideolojik temelleri (N. Kale, Trans.). Ütopya Yayınevi.
• Hallinger, P. (2018). Bringing context out of the shadows of leadership. Educational Management Administration & Leadership, 46(1), 5–24. https://doi.org/10.1177/1741143216670652
• Havik, T., &Westergård, E. (2019). Do teachers matter? Students’ perceptions of classroom interactions and student engagement. Scandinavian Journal of Educational Research, 64(4), 488–507. https://doi.org/10.1080/00313831.2019.1577754
• Heck, R.H., & Hallinger, P. (2005) The study of educational leadership and management: Where does the field stand today? Educational Management Administration & Leadership, 33(2), 229–244. https://doi.org/10.1177/1741143205051055
• Heifetz, R. A., Grashow, A., & Linsky, M. (2009). The practice of adaptive leadership: Tools and tactics for changing your organization and the world. Harvard Business School Press.
• Hofstede, G. (2011). Dimensionalizing Cultures: The Hofstede model in contex. Online Readings in Psychology and Culture, 2(1), 3–26. https://doi.org/10.9707/2307-0919.1014
• Hurn, C. (2002). Conflict theory. D. Levinson, P. W. Cookson, & A. Sadovnik (Eds.). Education and sociology an encyclopedia (pp. 111–114). Routledge Falmer. Jackson DS (2000) The school improvement journey: Perspectives on leadership. School Leadership and Management, 20(1), 61–78 https://doi.org/10.1080/13632430068888
• Karakütük, (2001). Demokratik laik eğitim: Çağdaş toplum olmanın yolu. Anı Yayıncılık.
• Kurul, N. (2011). Eğitimde standartlaşma: İlköğretim kurumları standartlarının eleştirisi. Eleştirel Pedagoji, 16, 7-14.http://www.elestirelpedagoji.com/FileUpload/ks7397/File/elestirel_pedagoji_sayi_16.pdf#page=9
• Larson, L. C., & Miller, T. N. (2011). 21st century skills: Prepare students for the future. Kappa Delta Pi Record, 47(3), 121–123 https://doi.org/10.1080/00228958.2011.10516575
• Leithwood K, Patten S, Jantzi D (2010) Testing a conception of how school leadership influences student learning. Educational Administration Quarterly, 46(5), 671–706. https://doi.org/10.1177/0013161X10377347
• Lincoln, Y. S., & Denzin, N. K. (1994). The fifth moment. Handbook of qualitative research (1st ed.). 575–586.
• Lunenburg, F. C, & Ornstein, A. (2021). Educational administration: concepts and practices. Sage Publications.
• McKinsey Company (2018). True gen: Generation Z and its implications for companies. .https://www.mckinsey.com/industries/consumer-packaged-goods/our-insights/true-gen-generation-z-and-its-implications-for-companies
• Miles, M. B., & Huberman, A. M. (2021). Nitel veri analizi. (S. Akbaba Altun & A. Ersoy, Trans.). Pegem Akademi.
• Ministry of National Education (2023). 2021-2022 Örgün eğitim istatistikleri: Milli eğitim istatistikleri, https://www.meb. gov.tr/2021-2022-orgun-egitim-istatistikleri
• Mulford, B. (2003). School leaders: Changing roles and impact on teacher and school effectiveness. Education and Training Policy Division, OECD. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=4959e84b51fe761efbd7ee7ef79b529cb953f422
• Northouse, P. G. (2021). Leadership: Theory and practice. Sage publications.
• Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri (3rd ed.). (M. Bütün, & S.B. Demir, Trans.). Pegem Akademi.
• Pollin, S., & Retzlaff-Fürst, C. (2021). The school garden: A social and emotional place. Frontiers in Psychology, 12, 567720. https://doi.org/10.3389/fpsyg.2021.567720
• Ritzer, G. (2012). Modern sosyoloji kuramları. (H. Hülür, Trans.). De Ki Yayınları.
• Runco, M. A., & Jaeger, G. J. (2012). The standard definition of creativity. Creativity Research Journal, 24(1), 92–96. https://doi.org/10.1080/10400419.2012.650092
• Sadovnik, A., Cookson, P.W., & Semel, S.F. (2013). Exploring education an introduction to the foundation of education (4th ed.). Routledge Falmer.
• Selvitopu, A., & Kavurgacı, Ş. (2019). Frankfurt okulu bağlamında eleştirel teori ve eğitim. Uluslararası Karamanoğlu Mehmetbey Eğitim Araştırmaları Dergisi, 1(2), 99–108. https://dergipark.org.tr/en/download/article-file/912224
• Stanton-Salazar, R. D., & Dornbusch, S. M. (1995). Social capital and the reproduction of inequality: Information networks among Mexican-origin high school students. Sociology of Education, 116–135 https://www.proquest.com/docview/216482505?sourcetype=Scholarly%20Journals
• Taş S. (2010). Yenilikçi bir eğitim anlayışı: zilsiz okul. Süleyman Demirel Üniversitesi Fen-Edebiyat Fakültesi Sosyal Bilimler Dergisi, (22), 207–226. https://dergipark.org.tr/en/pub/sufesosbil/issue/11415/136348.
• Schlechty, P. C. (2011). Okulu yeniden kurmak (Y. Özden, Trans.). Nobel Yayın Dağıtım.
• Shepard, J.J. & Greene, R.W. (2003). Sociology and you. McGraw-Hill.
• Shi, H. Y., Zhang, H. H., Ren, H., & Chao, H. (2016). The important of the teacher's guiding role in the teaching. International Conference on Humanities Science, Management and Education Technology (Vol. 18, p. 21).
• Smith, J. A., & Osborn, M. (2008). Interpretative phenomenological analysis. J. Smith (Eds.). Qualitative psychology: A practical guide to research methods (pp. 53–80). Sage.
• Soder, R. (2003). The good citizen and the common school. Phi Delta Kappan, 85(1), 37. https://doi.org/10.1177/003172170308500110
• Şahin İ. (2004). Postmodern çağ ve humanist eğitim. XIII. Ulusal Eğitim Bilimleri Kurultayı.
• Tezcan, M. (2005). Sosyolojik kuramlarda eğitim. Anı Yayıncılık.
• UNESCO (September, 2022). SDG global and thematic indicators. apiportal.uis.unesco.org/bdds
• Üsküplü Yeniay, A.D. (2019). Eğitim sosyolojisi açısından 21. Yüzyıl becerileri: Türkiye’de çocuk üniversiteleri modeli. [Unpublished doctoral dissertation]. İstanbul University.
• Westheimer, J., & Kahne, J. (2004). Educating the “good” citizen: Political choices and pedagogical goals. Political Science & Politics, 37(2), 241–247. https://doi.org/10.1017/S1049096504004160
• Yıldız, M. A., & Kutlu, M. (2015). Erinlerde okula bağlanmanın yordayıcısı olarak sosyal kaygı ve depresif belirtilerin incelenmesi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(31), 332–345. https://dergipark.org.tr/en/pub/mkusbed/ issue/19577/208881
• Young, M. (1998). Curriculum of the future. Falmer Press.