OKUL YÖNETİCİLİĞİNİN MESLEKLEŞMESİ

Year 2021, , 62 - 78, 05.08.2021

Ali Balcı

https://doi.org/10.52848/ijls.880112

Cited By: 4

Abstract

Eğitim ve okul yöneticiliği Amerika Birleşik Devletlerinde 19. Yüzyılın ikinci yarısında spesifik bir disiplin olarak görülmeye başlanmış; o tarihten bu yana okul yöneticiliği, gelişmesi süreci içinde değişik anlayış ve uygulamalara tabi olsa da son erimde ayrı bir disiplin, ayrı bir uzmanlık, bunların ötesinde de ayrı bir meslek olarak algılanır olmuştur. Bu çerçevede, okul yöneticiliği mesleğinin aday oluşturma (recruitment) aşamasından başlayarak seçilmesi, atanması, yetiştirilmesi ve geliştirilmesi süreçleri belli standartlara bağlanmıştır. Örneğin Eyaletler arası Okul Yöneticiliği Lisans Konsorsiyumu standartları ülke çapında 45’ten fazla eyalette üniversite eğitim yönetimi programlarına temel oluşturmuştur. Öyle ki bu eyaletlerde bu standartları karşılamayan okul yöneticisi adaylarının okul müdürlüğüne başvurması söz konusu bile olmamaktadır. Türk Eğitim Sistemine gelince maalesef son yönetici yetişme yönetmeliğinde bile okul yöneticiliği öğretmenliğe ek ikinci bir görev olarak yer almakta, öğretmenlikten ayrı bir uzmanlık, ayrı bir meslek olarak görülmemektedir. Son yönetmelikte sadece “eğitim yönetimi formasyonuna sahip olmak” ölçütü geç de olsa, arzu edilen içerik ve kazandırılma stratejileri ile alana katkı getirici olarak değerlendirilebilir. Okul yöneticilerinin pek tabii ki ayrı bir meslek olmasının gereği statüleri de genel yönetim hizmetler kapsamında olmalıdır.

Keywords

Yönetim, eğitim ve okul yöneticiliği, meslek, meslekleşme kriterleri, meslekleşme süreci

Professionalization of School Management

Abstract

Education and school administration began to be seen as a specific discipline in the second half of the 19th century in the United States; Since that date, school administration has been perceived as a separate discipline, a separate specialization and a separate profession beyond these, although it has been subject to different understandings and practices during its development process. In this context, the processes of selection, appointment, training and development of the school management profession, starting from the recruitment stage, are bound to certain standards. For example, standards of the Interstate School Management Undergraduate Consortium have formed the basis for university education management programs in more than 45 states across the country. So much so that in these states, it is not even possible for school principals who do not meet these standards to apply to the school principal. Regarding the Turkish Education System, unfortunately, even in the last Regulation on Training Administrators, school administration takes place as a second additional task to teaching, and it is not seen as a specialization or a profession separate from teaching. In the last Regulation, the criterion of "having an education management formation" can be evaluated as contributing to the field with the desired content and acquisition strategies, even if it is late. Of course, the status of school administrators should be within the scope of general administrative services, as they are a separate profession.

Keywords

Administration, education and school administratorship, profession, criteria, professionalization process

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