İngiltere’de Mevcut Okul Müdürleri ve Müdür Adaylarına Verilen Eğitim Programlarının Değerlendirilmesi

Year 2019, Volume: 7 Issue: 3, 1145 - 1173, 31.07.2019

Şakir Çınkır

Abstract

Bu çalışma, Türkiye'deki okul müdürlerinin yetiştirilmesinde temel alınabilecek İngiltere okul müdürü yetiştirme programlarına ilişkin okul yöneticilerinin görüşlerini değerlendirmeyi amaçlamaktadır. Bu görüşlerden yola çıkılarak okul müdürü yetiştirme programları ihtiyaç analizi, örgütsel düzenlemeler, eğitim faaliyetlerinin etkililiği, programların içeriği, Okul Müdürlerinin Liderlik ve Yönetim Programı [HEADLAMP] ve Okul Müdürlüğü için Ulusal Mesleki Yeterlik [NPQH] programının etkisi ve faydaları temelinde değerlendirilmiştir. Bu programların yayınlanmış değerlendirmelerinin olmaması nedeniyle, bu araştırma bilgi oluşturma ve gelişimsel inceleme şeklinde tasarlanmıştır ve katılımcıların bu programların süreçleri ve etkileri hakkındaki görüşleri üzerinden yürütülmüştür. Katılımcıların genel eğilimlerinden, okul müdürü yetiştirme eğitiminin niteliği konusunda olumlu görüşlere sahip oldukları belirlenmiştir; ancak a) özellikle müdür yardımcıları, mevcut görevlerini yerine getirmeye devam ederken, müdürlük eğitimine katılmak için ciddi desteğe ihtiyaç duyduklarını dile getirmiştir; b) katılımcılar, bu eğitimin gerçek okul bağlamlarında yürütülmesi gerektiğinin önemini vurgulamıştır; c) ayrıca katılımcılar bölgelerde uygulama niteliğinin göz önünde bulundurulması gerektiğinin altını çizmiştir. Bu kapsamda bu programlarla ilgili yapılan çalışmalar ve Öğretmen Yetiştirme Kuruluşu [TTA] tarafından bu eğitime ilişkin yapılan son değişiklikler bağlamında, mevcut araştırmanın güçlü ve zayıf yönleri üzerine eleştirel bir değerlendirme yapılarak, İngiltere ve Türkiye bağlamları için olası çıkarımlar tartışılmıştır.

Keywords

Mesleki gelişim, okul müdürü, program değerlendirme

Evaluation of Training Provision/Programs for Existing and Prospective School Headteachers in England

Abstract

This study aims to evalutae the views of school administrators on England school headteacher training programs, which can be an example for the training of school headteachers in Turkey. Based on these views, school headteachers’ training programs are evaluated in terms of needs assessment, organizational arrangements, the effectiveness of educational activities, the content of programs, and effectiveness and benefits of Headteacher's Leadership and Management Program (HEADLAMP) and National Professional Qualification for Headship (NPQH). Given a lack of published evaluations of these programs, a knowledge-building, developmental investigation was designed and conducted into HEADLAMP and NPQH participants' views of the processes and impact of these programs. Based on the general tendencies of the participants, it was determined that they had positive opinions about the quality of school headteachers’ training; however, a) deputy heads in particular expressed serious concern about the need for realistic support to engage in headship training whilst continuing to fulfil their existing posts; b) participants emphasised the importance of also including training provision situated within real school contexts; c) they emphasised the importance of quality of local implementation. In the context of other recent papers on these programs, recent alterations to them by the TTA and a critical reflection on the strengths and weaknesses of the present investigation, possible implications for the UK and Turkish situations were discussed.

Keywords

Professional development, school pricipal, programme evaluation

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