Okul Yönetiminde Veriye Dayalı Karar Verme Süreci

Year 2023, , 331 - 346, 31.07.2023

Emine Doğan

https://doi.org/10.24106/kefdergi.910848

Cited By: 1

Abstract

Bu araştırmanın amacı; okul yöneticilerinin veriye dayalı karar verme kavramına ilişkin algılarını, veriye dayalı karar sürecinin işleyişi, bu sürece etki eden faktörleri ve sürecin iyileştirilmesine yönelik önerileri incelemektir. Nitel yöntemle gerçekleştirilen çalışmada olgu bilim deseni benimsenmiştir. Katılımcıların belirlenmesinde amaçlı örnekleme yöntemlerinden maksimum çeşitlilik ve ölçüt örnekleme teknikleri kullanılmıştır. Kahramanmaraş il merkezinde görev yapan 17 okul yöneticisi çalışma grubuna dâhil edilmiştir. Verilerin analizi önce betimsel ardından içerik analiz yapılarak çözümlenmiştir. Araştırmanın sonuçlarına göre; yöneticiler veriyi daha çok sayısal değer olarak anlamlandırmakta dolayısıyla veriye dayalı karar vermeyi sayısal değerlere göre karar verme olarak kavramsallaştırmaktadır. Okulda kullanılan veri türlerinden öğrenci performans verisi en çok sözü edilen veri türü olmuştur. Yöneticiler verileri en çok bütçe oluşturmak için kullanmaktadırlar. Veriler genellikle ilgili oldukları sistemlerden toplanarak düzenlenmektedir. Verilerden yararlanma şekli yöneticiler tarafından verilerin analiz edilmesi şeklinde olduğu gibi; yöneticilerin analiz edilmiş halde bulunan hazır raporlardan yararlanması şeklinde de olabilmektedir. Ardından kurul toplantılarında tartışılmakta ve alınan kararlar uygulanmaktadır. Veriye dayalı karar vermeyi etkileyen en önemli faktörler, verinin tamlığı ve veriyi kullanan kişinin tutumudur. Yöneticiler verilerin raporlaştırılarak ayrıntılı dönütler şeklinde kendilerine sunulmasını istemektedir.

Keywords

Veri, Veri kullanımı, Veriye dayalı karar verme, Okul yöneticisi

Data-Driven Decision-Making Process In School Management

Abstract

The aim of this study is to examine school administrators' perceptions of the concept of data-driven decision making, the functioning of data-driven decision processes, the factors affecting this process, and suggestions for improving it. In this study carried out using a qualitative method, a phenomenological approach was adopted. Maximum diversity and criterion sampling techniques were used while selecting participants among purposeful sampling methods. 17 school administrators assigned in Kahramanmaraş city center were included in the study group. The data were analyzed first by descriptive analysis and then by content analysis. As per the results of the research carried out, administrators interpret the data mostly as numerical values, thus conceptualizing data-driven decision-making as making decisions based on numerical values. Student performance data has been the most mentioned data type among the data types used in schools. Administrators use the data mostly to create a budget. Data is generally collected from their respective systems and organized accordingly. Administrators benefit from such data either by analyzing them or using the ready-to-use reports that have already been analyzed. Then, the data is discussed in the board meetings and the decisions taken accordingly are implemented. The most important factors affecting data-driven decision making are the completeness of the data and the attitude of the person using them. Administrators prefer the data to be reported and presented to them in the form of detailed feedbacks.

Keywords

Data, Data usage, Data-driven decision-making, School administrator

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