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Examination of Equality and Accountability Opinions of School Principals

Year 2018, Volume: 1 Issue: 2, 107 - 134, 25.12.2018
https://doi.org/10.33400/kuje.492276

Abstract

The aim of this research is to examine the opinions of
equality and accountability of school principals in public schools. The data of
this study, which was carried out with a phenomenological design from
qualitative research methods, was obtained using a semi-structured interview
form through face-to-face interview. Within the scope of the research, 15
school principals working in different school types in the provinces of
Çekmeköy, Sancaktepe, Ümraniye and Kartal in Istanbul were interviewed. The
data obtained as a result of the interviews were coded in the direction of
qualitative research methods and collected under the themes and subjected to
content analysis. According to research findings, it has been determined that
the vast majority of the school principals account for the senior management
levels, the student and the parents and teachers in various environment  and in various ways. However, it has been
determined that the vast majority of school principals account for financial,
academic achievement, and education and training. It has also been found out
that, according to the opinions of school principals, senior management levels
do not account; various complaint lines, legislation and regulations are
insufficient; the financial situation of 
schools is different,  only school
administrators and  teachers have to
account; schools have different environmental conditions, physical
deficiencies, teacher quality and performance, socio-economic conditions of
families and students; accountability turns into punishment. According to the
school principals, all those factors create inequality in terms  of accountability. Because of the intensive
and strict implementation of supervisory processes in the context of our country,
hierarchical arrangements and understanding are predominant, giving more
account to top management units can be considered as a reflection of the
structural and cultural process accountability in terms of our country. In this
respect, it will be useful to establish an accountability legislation
sub-structure on the basis of equality in terms of our country's education
system.

References

  • Ball, C.M. (2016). How Elementary School Principals Manage Accountability Expectations. The University of Western Ontario(Doctor Thesis) , Canada
  • Brighouse, H. (2014). Equality, Prioritising The Disadvantaged, And The New Educational Landscape. Oxford Review of Education., 40(6), 782–798
  • Bülbül, M. ve Demirbolat, A. O. (2014). Hesap Verebilirlikle İlgili Türk Milli Eğitim Sistemine Yönelik Bir Değerlendirme. Eğitim ve Bilim, 39(174), 39-52
  • DPT (2006). 9. Kalkınma Planı (2007-2013). 1 Temmuz 2006 tarihli ve 26215 sayılı Resmi Gazete’den 3 Mart 2018 tarihinde edinilmiştir.
  • Duman, S. ve Dönmez, E. (2018). Yükseköğretimde Hesapverebilirlik Reformları. Münevver Çetin(Edt.). Yükseköğretimde Hesapverebilirlik(s. 74-102). Ankara: Nobel Akademik Yayıncılık
  • Elmore, R. F. (2003). Agency, Reciprocity, and Accountability in Democratic Education. Paper presented for First International Summit on Leadership in Education, June 20–22, 2004. Pretoria, South Africa.
  • Erdağ, C. (2013). Okullarda hesap verebilirlik politikaları: bir yapısal eşitlik modelleme çalışması. (Doktora Tezi), Eskişehir Osmangazi Üniversitesi, Eskişehir.
  • Gil, E. & Kim, T. (2018). Response to “Redesigning Systems of School Accountability”: Addressing underlying inequities. Education Policy Analysis Archives, 26(9), 1-10Grinshtain, Y., Gibton, D. (2018) "Responsibility, Authority, And Accountability İn School-Based And Non-School-Based Management: Principals’ Coping Strategies", Journal of Educational Administration, 56( 1),2-17
  • Gül, F. Ö. (2018). Hesapverebilirliğe Eleştirel Bir Bakış. Münevver Çetin(Edt.). Yükseköğretimde Hesapverebilirlik(s. 183-206). Ankara: Nobel Akademik Yayıncılık
  • Gündüz, Y. ve Göker, S. D. (2017). Eğitim Denetimi Sürecinde Hesap Verebilirlik ve Şeffaflık Uygulamaları. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 36(1), 83-93
  • Himmetoğlu, B., Ayduğ, D. ve Bayrak, C. (2017). Opinions of School Administrators about Accountability in Educational Organizations. Turkish Online Journal of Qualitative Inquiry (TOJQI), 8(1), 39-68.
  • Karasar, N. (2012). Bilimsel Araştırma Yöntemi. Ankara: Nobel Yayıncılık
  • Knoeppel, R. C., First, P. F., Sala, M. R. D., Ordu, C. A. (2014). Finance Equity, Student Achievement, And Justice: A Five State Analysis Of Equality Of Opportunity, Journal of Educational Administration, 52(6), 812-832
  • Leithwood, K. (2005). Educational Accountability: Issues and Alternatives. Saskatchewan School Boards Association Research Report, Research Report #05-01 May, 2005
  • Levitt, R., Janta, B. and Wegrich, K. (2008). Accountability of Teachers(Tecnical Report). United Kingdom: RAND Europe.
  • Maulid, M. J. (2017). Accountability in education management: the efficient use of fiscal resources in tanzania(Doctoral Dissertation). University of York, United Kingdom
  • Mintrop, H. (2003). The Limits Of Sanctions İn Low-Performing Schools: A Study Of Maryland And Kentucky Schools On Probation. Education Policy Analysis Archive, 11 (3), 1-30
  • National Open University of Nigeria (NOUN), (2008). Responsibility and Accountability in Education Management: Lagos: National Open University of Nigeria
  • Normore, A.H. (2004) The Edge Of Chaos: School Administrators And Accountability, Journal of Educational Administration, 42(1),55-77
  • Oakes, J., Blasi, G. & Rogers, J. (2005): Accountability for Adequate and Equitable Opportunities to Learn. In Sirotnik, K.A. (ed): Holding Accountability Accountable. What Ought to Matter in Public Education. New York, London: Teachers College Press. (82-100).
  • OECD (2010). Glossary of Key Terms in Evaluation and Results Based Management. http://www.oecd.org/development/peer-reviews/2754804.pdf adresinden 3 Mart 2018 tarihinde edinilmiştir.
  • OECD (2012), Equity and Quality in Education: Supporting Disadvantaged Students and Schools, OECD Publishing
  • OECD (2016). PISA 2015 Results in Focus, OECD Publishing, Paris
  • Özdemir, A. N. (2018). Avrupa’da Hesapverebilirlik. Münevver Çetin(Edt.). Yükseköğretimde Hesapverebilirlik (s. 103-132). Ankara: Nobel Akademik Yayıncılık
  • Perry, L. A., William, E. (2007). Accountability, Responsibility And School Leadership. Journal of Educational Enquiry, 7(1), 32-43
  • Pizmony-Levy, O., & Woolsey, A. (2017). Politics of education and teachers’ support for high-stakes teacher accountability policies. Education Policy Analysis Archives, 25(87).
  • Rasmussen, P., & Zou, Y. (2014). The development of educational accountability in China and Denmark. Educatis. on Policy Analysis Archives, 22(121), 1-21
  • Reeves, D. B. (2004). Accountability For Learning: How Teachers And School Leaders Can Take Charge. Association for Supervision and Curriculum Development Alexandria, Virginia USA
  • Rosenblatt, Z. (2017) "Personal accountability in education: measure development and validation", Journal of Educational Administration, 55(1),18-32.
  • Soder, R. (2005). The double bind of civic education assessment and accountability. In K. A. Sirotnik (Ed.), Holding accountability accountable. What ought to matter in public education (pp. 100–116). New York, London: Teachers College Press.
  • Starr, K. (2017). The Downsides to Increasing School Accountability. School Busıness Affaırs, asbointl.org, November 2017
  • The Glossary of Education Reform (2018). Equity. https://www.edglossary.org/equity/ adresinden 17 Mart 2018 tarihinde edinilmiştir.
  • Thiel, C., Schweizer, S., & Bellmann, J. (2017). Rethinking side effects of accountability in education: Insights from a multiple methods study in four German school systems. Education Policy Analysis Archives, 25(93), 1-29
  • Tienken, C. H. (2018) Accountability for Learning, Kappa Delta Pi Record, 54(2), 56-59.
  • UNESCO (2017). Accountability İn Education: Meetıng Our Commıtments. United Nations Educational, Scientific and Cultural Organization Global Educatıon Monıtorıng Report 2017/8. Paris
  • Valencıa, Valenzuela, Sloan ve Foley (2004). Let's Treat the Cause, Not the Symptoms Equity and Accountability in Texas Revisited. Linda Skrla and James Joseph Scheurich (Edt). Educational Equity and Accountability,29-38, New York: Routledge Falmer
  • Yıldırım, A., Şimşek, H. (2011). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık

Okul Müdürlerinin Eşitlik ve Hesapverebilirlik Görüşlerinin İncelenmesi

Year 2018, Volume: 1 Issue: 2, 107 - 134, 25.12.2018
https://doi.org/10.33400/kuje.492276

Abstract

Bu araştırmanın amacı, devlet
okullarında görev yapan okul müdürlerinin eşitlik ve hesapverebilirlik
görüşlerini incelemektir. Nitel araştırma yöntemlerinden fenomenoloji deseniyle
yürütülmüş olan bu çalışmanın verileri, yüz yüze görüşme yoluyla yarı
yapılandırılmış bir görüşme formu kullanılarak elde edilmiştir. Araştırma
kapsamında İstanbul ili Çekmeköy, Sancaktepe, Ümraniye, Kartal ilçelerinde
bulunan farklı okul türlerinde görev yapan 15 okul müdürü ile görüşülmüştür.
Görüşmeler sonucunda elde edilen veriler nitel araştırma yöntemleri
doğrultusunda kodlanarak temalar altında toplanmış ve içerik analizine tabi
tutulmuştur. Araştırma bulgularına göre okul müdürlerinin büyük çoğunluğu üst
yönetim kademelerine, öğrenci velilerine ve öğretmenlere çeşitli ortamlarda ve
çeşitli yöntemlerle hesap vermektedirler. Bununla birlikte okul müdürlerinin
büyük çoğunluğu mali, akademik başarı ve eğitim öğretim alanında hesap
verdiklerini belirtmişlerdir. Okul müdürlerinin büyük çoğunluğu, üst yönetim
kademelerinin hesap vermemesinin, çeşitli şikâyet hatlarının, mevzuat ve
yönetmeliklerin yetersiz olmasının, okulların mali durumlarının farklı
olmasının hesap vermede eşitsizliğe neden olduğunu ifade etmişlerdir.  Aynı zamanda sadece okul yöneticileri ve
öğretmenlerin hesap vermesinin, okulların çevre şartlarının farklı olmasının,
fiziki donanımsal yetersizliklerin, öğretmen niteliği ve performansındaki
farklılıkların okul ve okul yönetimi açısından hesap vermede eşitsizlik
yarattığını belirtmişlerdir. Türkiye bağlamında denetimsel süreçlerin yoğun ve
katı uygulanması, hiyerarşik düzenlemelerin ve anlayışların baskın olması sebebiyle
daha çok üst yönetim birimlerine hesap verilmesi, ülkemiz açısından yapısal ve
kültürel sürecin hesapverebilirliğe yansıması olarak düşünülebilir. Bununla
birlikte okulların çevre şartlarının, veli-öğrenci sosyo ekonomik durumlarının,
okulların fiziksel, donanımsal, mali ve personel özellikleri, nitelikleri,
farklılıkları ve eksikliklerinin hesapverebilirlikte dikkate alınmaması da
eğitim kurumlarının adaletli bir çerçevede hesap vermelerini zorlaştırmaktadır.
Bu doğrultuda ülkemiz eğitim sistemi açısından eşitlik temelinde bir
hesapverebilirlik mevzuat alt yapısının oluşturulması yararlı olacaktır.

References

  • Ball, C.M. (2016). How Elementary School Principals Manage Accountability Expectations. The University of Western Ontario(Doctor Thesis) , Canada
  • Brighouse, H. (2014). Equality, Prioritising The Disadvantaged, And The New Educational Landscape. Oxford Review of Education., 40(6), 782–798
  • Bülbül, M. ve Demirbolat, A. O. (2014). Hesap Verebilirlikle İlgili Türk Milli Eğitim Sistemine Yönelik Bir Değerlendirme. Eğitim ve Bilim, 39(174), 39-52
  • DPT (2006). 9. Kalkınma Planı (2007-2013). 1 Temmuz 2006 tarihli ve 26215 sayılı Resmi Gazete’den 3 Mart 2018 tarihinde edinilmiştir.
  • Duman, S. ve Dönmez, E. (2018). Yükseköğretimde Hesapverebilirlik Reformları. Münevver Çetin(Edt.). Yükseköğretimde Hesapverebilirlik(s. 74-102). Ankara: Nobel Akademik Yayıncılık
  • Elmore, R. F. (2003). Agency, Reciprocity, and Accountability in Democratic Education. Paper presented for First International Summit on Leadership in Education, June 20–22, 2004. Pretoria, South Africa.
  • Erdağ, C. (2013). Okullarda hesap verebilirlik politikaları: bir yapısal eşitlik modelleme çalışması. (Doktora Tezi), Eskişehir Osmangazi Üniversitesi, Eskişehir.
  • Gil, E. & Kim, T. (2018). Response to “Redesigning Systems of School Accountability”: Addressing underlying inequities. Education Policy Analysis Archives, 26(9), 1-10Grinshtain, Y., Gibton, D. (2018) "Responsibility, Authority, And Accountability İn School-Based And Non-School-Based Management: Principals’ Coping Strategies", Journal of Educational Administration, 56( 1),2-17
  • Gül, F. Ö. (2018). Hesapverebilirliğe Eleştirel Bir Bakış. Münevver Çetin(Edt.). Yükseköğretimde Hesapverebilirlik(s. 183-206). Ankara: Nobel Akademik Yayıncılık
  • Gündüz, Y. ve Göker, S. D. (2017). Eğitim Denetimi Sürecinde Hesap Verebilirlik ve Şeffaflık Uygulamaları. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 36(1), 83-93
  • Himmetoğlu, B., Ayduğ, D. ve Bayrak, C. (2017). Opinions of School Administrators about Accountability in Educational Organizations. Turkish Online Journal of Qualitative Inquiry (TOJQI), 8(1), 39-68.
  • Karasar, N. (2012). Bilimsel Araştırma Yöntemi. Ankara: Nobel Yayıncılık
  • Knoeppel, R. C., First, P. F., Sala, M. R. D., Ordu, C. A. (2014). Finance Equity, Student Achievement, And Justice: A Five State Analysis Of Equality Of Opportunity, Journal of Educational Administration, 52(6), 812-832
  • Leithwood, K. (2005). Educational Accountability: Issues and Alternatives. Saskatchewan School Boards Association Research Report, Research Report #05-01 May, 2005
  • Levitt, R., Janta, B. and Wegrich, K. (2008). Accountability of Teachers(Tecnical Report). United Kingdom: RAND Europe.
  • Maulid, M. J. (2017). Accountability in education management: the efficient use of fiscal resources in tanzania(Doctoral Dissertation). University of York, United Kingdom
  • Mintrop, H. (2003). The Limits Of Sanctions İn Low-Performing Schools: A Study Of Maryland And Kentucky Schools On Probation. Education Policy Analysis Archive, 11 (3), 1-30
  • National Open University of Nigeria (NOUN), (2008). Responsibility and Accountability in Education Management: Lagos: National Open University of Nigeria
  • Normore, A.H. (2004) The Edge Of Chaos: School Administrators And Accountability, Journal of Educational Administration, 42(1),55-77
  • Oakes, J., Blasi, G. & Rogers, J. (2005): Accountability for Adequate and Equitable Opportunities to Learn. In Sirotnik, K.A. (ed): Holding Accountability Accountable. What Ought to Matter in Public Education. New York, London: Teachers College Press. (82-100).
  • OECD (2010). Glossary of Key Terms in Evaluation and Results Based Management. http://www.oecd.org/development/peer-reviews/2754804.pdf adresinden 3 Mart 2018 tarihinde edinilmiştir.
  • OECD (2012), Equity and Quality in Education: Supporting Disadvantaged Students and Schools, OECD Publishing
  • OECD (2016). PISA 2015 Results in Focus, OECD Publishing, Paris
  • Özdemir, A. N. (2018). Avrupa’da Hesapverebilirlik. Münevver Çetin(Edt.). Yükseköğretimde Hesapverebilirlik (s. 103-132). Ankara: Nobel Akademik Yayıncılık
  • Perry, L. A., William, E. (2007). Accountability, Responsibility And School Leadership. Journal of Educational Enquiry, 7(1), 32-43
  • Pizmony-Levy, O., & Woolsey, A. (2017). Politics of education and teachers’ support for high-stakes teacher accountability policies. Education Policy Analysis Archives, 25(87).
  • Rasmussen, P., & Zou, Y. (2014). The development of educational accountability in China and Denmark. Educatis. on Policy Analysis Archives, 22(121), 1-21
  • Reeves, D. B. (2004). Accountability For Learning: How Teachers And School Leaders Can Take Charge. Association for Supervision and Curriculum Development Alexandria, Virginia USA
  • Rosenblatt, Z. (2017) "Personal accountability in education: measure development and validation", Journal of Educational Administration, 55(1),18-32.
  • Soder, R. (2005). The double bind of civic education assessment and accountability. In K. A. Sirotnik (Ed.), Holding accountability accountable. What ought to matter in public education (pp. 100–116). New York, London: Teachers College Press.
  • Starr, K. (2017). The Downsides to Increasing School Accountability. School Busıness Affaırs, asbointl.org, November 2017
  • The Glossary of Education Reform (2018). Equity. https://www.edglossary.org/equity/ adresinden 17 Mart 2018 tarihinde edinilmiştir.
  • Thiel, C., Schweizer, S., & Bellmann, J. (2017). Rethinking side effects of accountability in education: Insights from a multiple methods study in four German school systems. Education Policy Analysis Archives, 25(93), 1-29
  • Tienken, C. H. (2018) Accountability for Learning, Kappa Delta Pi Record, 54(2), 56-59.
  • UNESCO (2017). Accountability İn Education: Meetıng Our Commıtments. United Nations Educational, Scientific and Cultural Organization Global Educatıon Monıtorıng Report 2017/8. Paris
  • Valencıa, Valenzuela, Sloan ve Foley (2004). Let's Treat the Cause, Not the Symptoms Equity and Accountability in Texas Revisited. Linda Skrla and James Joseph Scheurich (Edt). Educational Equity and Accountability,29-38, New York: Routledge Falmer
  • Yıldırım, A., Şimşek, H. (2011). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık
There are 37 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Articles
Authors

Münevver Çetin

Mesut Demirbilek 0000-0002-7570-7807

Publication Date December 25, 2018
Submission Date December 4, 2018
Published in Issue Year 2018 Volume: 1 Issue: 2

Cite

APA Çetin, M., & Demirbilek, M. (2018). Okul Müdürlerinin Eşitlik ve Hesapverebilirlik Görüşlerinin İncelenmesi. Kocaeli Üniversitesi Eğitim Dergisi, 1(2), 107-134. https://doi.org/10.33400/kuje.492276



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