Problems Faced by School Administrators Regarding Different Genders

Year 2021, Volume: 8 Issue: 2, 199 - 227, 30.11.2021

Çiğdem Oktar Veli Deniz Hamit Özen

Abstract

In this study, it was aimed to determine the problems that school principals and vice-principals experienced in schools they work. The study was carried out with a comparative case study pattern and the study group was determined according to the snowball sampling method. Eight school principals and eight vice-principals during the spring semester of 2019-2020 academic year participated in this research. A semi-structured interview form was used to collect data. The data obtained were analysed by content analysis technique and themed. According to the findings, the problems faced by school administrators with their colleagues, were examined in three categories: management, human relations, and academic and field proficiency levels. It was found that almost all of the problems experienced were reported by the vice-principals without gender exception. This situation, with a different discourse; indicated that the subordinates had problems with their superiors. The personality traits and individual perceptions of administrators are more effective than gender differences in problems. Another important point to be expressed is; although there are problems in both genders, considering the negative effects of these problems in terms of the depth and functioning of the school, it can be said that the negative relationships of female school administrators with their colleagues and the psychological damage they have caused to the communication channels are more severe than males.

Keywords

Gender-based problems, management problems, school management

References

• Ağaoğlu, E., Altınkurt, Y., Yılmaz, K., & Karaöse, T. (2012). Okul yöneticilerinin yeterliklerine ilişkin okul yöneticilerinin ve öğretmenlerin görüşleri (Kütahya ili). Eğitim ve Bilim, 37(164), 161-175.
• Akkaş, M. (2001). A qualitative assessment of the career experiences of female principals at the state elementary schools in Çankaya district [Unpublished master’s thesis]. Middle East Technical University.
• Aytekin, H. (2019). İnsan ilişkileri ve iletişim. Pegem Akademi.
• Bakioğlu, A., & Demirbilek, M. (2019). Okul müdür yardımcılarının görevlerinden ayrılma nedenleri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 52(3), 739-771.
• Balcı, A. (2014). Etkili okul ve okul geliştirme. Pegem Akademi.
• Bayrak, S., & Yücel, A. (25-27 Mayıs 2000). Kadın cinsiyeti, yöneticilik ve güç bir paradoks mu? 8. Yönetim ve Organizasyon Kongresi Bildiriler Kitabı, Nevşehir.
• Chen, S. Y., & Hou, Y. H. (2016). The effects of ethical leadership, voice behavior and climates for innovation on creativity: A moderated mediation examination. Leadership Quarterly, 27(1), 1-13. https://doi.org/10.1016/j.leaqua.2015.10.007
• Çelikten, M. (2004). Okul müdürü koltuğundaki kadınlar: Kayseri ili örneği. Erciyes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 1(17), 91-118. https://dergipark.org.tr/tr/pub/erusosbilder/issue/23750/253036
• Celikten, M. (2005). A perspective on women principals in Turkey. International Journal of Leadership in Education, 8(3), 207-221. https://doi.org/10.1080/13603120500041835
• Cömert, M., & Dönmez, B. (2018). Okul yöneticilerinin ertelemecilik davranışları, iş yükleri ve kişilik özelliklerine ilişkin algıları. E-Uluslararası Eğitim Araştırmaları Dergisi, 9(2), 1-18. https://doi.org/10.19160/ijer.409300
• Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3th ed.). SAGE.
• Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson.
• Deniz, V. (2019). Öğretmenlikten müdür yardımcılığına geçiş: Uyum ve sosyalleşme süreci (Publication No. 563425) [Master’s thesis, Eskisehir Osmangazi University]. YÖK National Thesis Center.
• Ellemers, N., Van den Heuvel, H., De Gilder, D., Maass, A., & Bonvini, A. (2004). The underrepresentation of women in science: Differential commitment or the queen bee syndrome? British Journal of Social Psychology, 43(3), 315-338. DOI: 10.1348/0144666042037999
• Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). McGraw-Hill.
• Hallinger, P., Dongyu, L., & Wang, W.-C. (2016). Gender differences in instructional leadership: A meta-analytic review of studies using the principal instructional management rating scale. Educational Administration Quarterly, 52(4), 567-601. https://doi.org/10.1177/0013161X16638430
• Ho, J., Shaari, I., & Kang, T. (2021). Vice-principals as leaders: Role ambiguity and role conflicts faced by vice-principals in Singapore. Educational Management Administration & Leadership. https://doi.org/10.1177/17411432211002527
• Huang, Q., Davison, R. M., & Gu, J. (2008), Impact of personal and cultural factors on knowledge-sharing in China. Asia Pacific Journal of Management, 25(3), 451-471. https://doi.org/10.1007/s10490-008-9095-2
• Karakuş, H. (2014). Kraliçe arı sendromu-pembe taciz. Akademik Sosyal Araştırmalar Dergisi, 2(1), 334-356. http://dx.doi.org/10.16992/ASOS.101
• Konrad, A. M., Waryszak, R., & Hartmann, L. (1997). What do managers like to do? Comparing women and men in Australia and the US. Australian Journal of Management, 22(1), 71-97. https://doi.org/10.1177/031289629702200104
• Korkmaz, Y. (2006). Okul yöneticilerinin kişilik özellikleri ile liderlik stilleri arasındaki ilişki. Kuram ve Uygulamada Eğitim Yönetimi, 46(46), 199-226. https://dergipark.org.tr/tr/pub/kuey/issue/10351/126762
• Krüger, M. L. (2008). School leadership, sex and gender: Welcome to difference. International journal of leadership in education, 11(2), 155-168. https://doi.org/10.1080/13603120701576266
• Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage
• Lim, L., & Pollock, K. (2019). Secondary principals' perspectives on the impact of work intensification on the secondary vice-principal role. Leading and Managing, 25(2), 80-98.
• Massry-Herzallah, A., & Arar, K. (2019). Gender, school leadership and teachers’ motivations: The key role of culture, gender and motivation in the Arab education system. International Journal of Educational Management, 33(6), 1395-1410. https://doi.org/10.1108/IJEM-02-2019-0054
• Meriçelli, F. (2017). Kadınların okul yöneticisi olmasının önündeki engeller (Publication No. 469670) [Master’s thesis, Eskişehir Osmangazi University]. YÖK National Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/
• Merriam, S. B. (2015). Nitel araştırma desen ve uygulama için bir rehber (S. Turan Ed. 3 ed.). Nobel.
• Özdemir, D. (2014). Müdür yardımcılarının mesleki gelişimleri konusunda okul müdürlerinin yaklaşımlarının incelenmesi (Publication No. 383900) [Master’s thesis, Bahçeşehir University]. YÖK National Thesis Center.
• Özdevecioğlu, M. (2003). Algılanan örgütsel adaletin bireylerarası saldırgan davranışlar üzerindeki etkilerinin belirlenmesine yönelik bir araştırma. Erciyes Üniversitesi Iktisadi ve İdari Bilimler Fakültesi Dergisi, (21), 77-96. https://dergipark.org.tr/tr/download/article-file/66429
• Rosener J. B. (2011). Ways women lead. In Werhane P., Painter-Morland M. (Eds.). Leadership, gender, and organization: Issues in business ethics: Vol. 27. (pp. 19-29). Springer. https://doi.org/10.1007/978-90-481-9014-0_3
• Shaked, H., Glanz, J., & Gross, Z. (2018). Gender differences in instructional leadership: How male and female principals perform their instructional leadership role. School Leadership & Management, 38(4), 417-434. https://doi.org/10.1080/13632434.2018.1427569
• Tanrıöğen, A. (2018). Örgütlerde etkili insan ilişkileri. Anı.
• Töremen, F., & Kolay, Y. (2003). İlköğretim okulu yöneticilerinin sahip olması gereken yeterlikler. Milli Eğitim, 160. Retrieved May 9, 2020, from, https://dhgm.meb.gov.tr/yayimlar/dergiler/Milli_Egitim_Dergisi/160/toremen-kolay.htm
• Turan, S., & Ebiçlioğlu, N. (2002). Okul müdürlerinin liderlik özelliklerinin cinsiyet değişkeni açısından değerlendirilmesi. Kuram ve Uygulamada Eğitim Yönetimi, 8, 444-458. https://dergipark.org.tr/tr/pub/kuey/issue/10366/126886
• Uğurlu, Z. (2017). Okul yönetiminde insan ilişkileri. In A. Üstün & A. Bayar (Eds.), Son değişikliklerle Türk eğitim sistemi ve okul yönetimi (pp. 169-184). Pegem Akademi.
• Uslu, B. (2013). Eğitim yönetimi alanındaki akademisyenlerin okul yöneticilerinin yeterliklerine ilişkin görüşleri. M.Ü. Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 37, 172-188. https://dergipark.org.tr/tr/pub/maruaebd/issue/386/2562
• Van de Walle, D. (1997). Development and validation of a work domain goal orientation instrument, Educational and Psychological Measurement, 57(6), 995-1015. https://doi.org/10.1177/0013164497057006009
• Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri (9th ed.). Seçkin.
• Yılmaz, K. (2016). Yönetim süreçleri. In H. Memduhoğlu & K. Yılmaz (Eds.), Türk eğitim sistemi ve okul yönetimi (pp. 135-159). Pegem Akademi.
• Yin, R. K. (2003). Case study research: Design and method (3th ed.). SAGE.