Okullarda Kapsayıcı Liderlik Uygulamaları: Bir Karma Yöntem Çalışması

Year 2023, , 70 - 84, 01.05.2023

Ali Cülha

https://doi.org/10.21666/muefd.1059027

Cited By: 1

Abstract

Son yıllarda sınıflarda ve okullarda öğretmen ve yöneticiler artan çeşitlilikle birlikte birçok zorlukla karşı karşıyadırlar. Bu çalışma ile okullarda okul müdürlerinin sergilediği kapsayıcı liderlik uygulamalarının gerçekleşip gerçekleşmediğini ve ne ölçüde gerçekleştiği vurgulamak istenmiştir. Buradan yola çıkarak araştırmada gelişmekte ve yakın geçmişte yoğun mülteci akınıyla karşı karşıya kalan bir ülke olarak Türkiye’de okullarda okul müdürlerinin sergilediği kapsayıcı liderlik uygulamalarını ortaya çıkarmak amaçlanmıştır. Araştırmada karma yöntem desenlerinden yakınsayan desen kullanılmıştır. Araştırmanın nicel boyutu betimsel araştırma yöntemlerinden tarama çalışması deseni ile nitel boyutu ise nitel araştırma desenlerinden fenomenoloji deseni ile gerçekleştirilmiştir. Araştırmanın evrenini 2021-2022 eğitim-öğretim yılında Şanlıurfa ili merkez ilçelerinde mülteci öğrencisi olan ilkokul, ortaokul ve liselerde görev yapmakta olan öğretmenler oluşturmaktadır. Araştırmada kapsayıcı liderlikle ilgili olarak öğretmenlerin görüşlerine başvurulmuştur. Nicel boyutta veri toplamak üzere Hollander (2008) tarafından geliştirilen, Okçu ve Deviren (2020) tarafından Türk kültürüne uyarlanan Kapsayıcı Liderlik Ölçeği kullanılmıştır. Araştırmanın nitel boyutundaki veriler toplanırken görüşme yöntemi kullanılmıştır. Görüşmelerde yarı yapılandırılmış yaklaşım benimsenmiştir. Veri toplama sürecine başlamadan önce etik kurul onayı alınmıştır. Araştırmanın nicel boyutunun verileri SPSS 26.0 programı kullanılarak, nitel boyutunda elde edilen veriler ise betimsel analiz yöntemiyle analiz edilmiştir. Araştırma kapsamında elde edilen bulgular genel manada dikkate alındığında yoğun göçle ani bir şekilde karşı karşıya kalan bir ülke olarak Türkiye’de yine yoğun göçle karşı karşıya kalan Şanlıurfa ilindeki okullarda görev yapmakta olan okul müdürlerinin kapsayıcı liderlik uygulamalarını başarılı bir şekilde sergilediklerini söylemek mümkündür. Bu sonuç her iki toplumun tarihi, kültürel ve inanç yakınlıklarının bulunması ile ilişkilendirilebilir.

Keywords

Eğitim-Öğretim, Okul Yöneticiliği, Liderlik, Mülteci

Inclusive Leadership Practices in Schools: A Mixed Methods Study

Abstract

With the increasing diversity in classrooms and schools in recent years, teachers and administrators face many challenges. With this study, it is aimed to emphasize whether and to what extent the inclusive leadership practices exhibited by school administrators are realized or not. From this point of view, in this research, it is aimed to reveal the inclusive leadership practices exhibited by school administrators in Turkey as a developing country and recently faced with an intense refugee influx. Convergent design, one of the mixed method designs, was used in the research. The quantitative dimension of the research was carried out with a survey design, one of the descriptive research methods. The qualitative dimension of the research was carried out with the phenomenology design, one of the qualitative research designs. The population of the research consists of teachers working in primary, secondary and high schools where there are refugee students in the central districts of Şanlıurfa in the 2021-2022 academic year. In the research, the opinions of the teachers about inclusive leadership were consulted. The Inclusive Leadership Scale, developed by Hollander (2008) and adapted to Turkish culture by Okçu and Deviren (2020), was used to collect quantitative data. The interview method was used while collecting the data in the qualitative dimension of the research. A semi-structured approach was adopted in the interviews. Ethics committee approval was obtained for the research before starting the data collection process. The data of the quantitative dimension of the research were analysed using the SPSS 26.0 program. The data obtained in the qualitative dimension of the research were analyzed with the descriptive analysis method. When the findings obtained within the scope of the research are taken into account in general terms, it is possible to say that the school administrators working in schools in Şanlıurfa province that is suddenly faced with intense migration in Turkey as a country that is suddenly faced with intense migration, successfully exhibit inclusive leadership practices.

Keywords

Education, School Management, Leadership, Refugee

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