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Misconceptions in Phenomenological Research in Educational Administration: An Analysis Based on Theses

Year 2020, Volume: 5 Issue: 1, 139 - 196, 07.05.2020
https://doi.org/10.30828/real/2020.1.5

Abstract

The present study intends to determine the ways followed and misconceptions held in the studies of phenomenological research design by analysing the theses in the field of educational administration. By using the database of the Turkish Council of Higher Education Thesis Center, forty master's and ten doctoral theses conducted between the years 2010-2017 in the field of education administration were reviewed and analysed methodologically. The results indicated that researchers did not benefit from international literature on phenomenological research, the aims and objectives of the theses were not appropriate for employing phenomenology, the study groups of the theses were structured in an unfavourable way, the interview questions used to collect data were not directed to the essence of experience, appropriate methods for the process of data analysis process were conducted, and the interpretation of the findings included problematic points. These misconceptions held in phenomenological research were mostly due to not dominating the philosophical underpinnings of phenomenology. Therefore, the researchers planning to conduct their research under the skin of phenomenology need to read enough about and to gain insights into the phenomenological research design before the beginning of their studies.

References

  • Aydoğdu, H. (2018). Fenomenoloji ve bilimler. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 22(2), 1313-1344. Baird, J. R. (1999). A Phenomenological exploration of teachers’ views of science teaching. Teachers and Teaching, 5(1), 75-94 Bakanay, D. Ç., & Çakır, M. (2016). Phenomenology and its reflections on science education research. International Online Journal of Educational Sciences, 8(4), 161-177. Best, J. W. & Kahn, J. V. (2006). Research in education. Boston, MA: Pearson Education Inc. Blase, J. J. (1987). Dimensions of ineffective school leadership: the teachers’ perspective. Journal of Educational Administration, 25(2), 193-213.
Year 2020, Volume: 5 Issue: 1, 139 - 196, 07.05.2020
https://doi.org/10.30828/real/2020.1.5

Abstract

References

  • Aydoğdu, H. (2018). Fenomenoloji ve bilimler. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 22(2), 1313-1344. Baird, J. R. (1999). A Phenomenological exploration of teachers’ views of science teaching. Teachers and Teaching, 5(1), 75-94 Bakanay, D. Ç., & Çakır, M. (2016). Phenomenology and its reflections on science education research. International Online Journal of Educational Sciences, 8(4), 161-177. Best, J. W. & Kahn, J. V. (2006). Research in education. Boston, MA: Pearson Education Inc. Blase, J. J. (1987). Dimensions of ineffective school leadership: the teachers’ perspective. Journal of Educational Administration, 25(2), 193-213.
There are 1 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

İsmail Çimen This is me

Ali Çağatay Kılınç This is me

Fatih Bektaş This is me

Engin Karadağ This is me

Mikail Yalçın This is me

Publication Date May 7, 2020
Published in Issue Year 2020 Volume: 5 Issue: 1

Cite

APA Çimen, İ., Kılınç, A. Ç., Bektaş, F., Karadağ, E., et al. (2020). Misconceptions in Phenomenological Research in Educational Administration: An Analysis Based on Theses. Research in Educational Administration and Leadership, 5(1), 139-196. https://doi.org/10.30828/real/2020.1.5
AMA Çimen İ, Kılınç AÇ, Bektaş F, Karadağ E, Yalçın M. Misconceptions in Phenomenological Research in Educational Administration: An Analysis Based on Theses. REAL. May 2020;5(1):139-196. doi:10.30828/real/2020.1.5
Chicago Çimen, İsmail, Ali Çağatay Kılınç, Fatih Bektaş, Engin Karadağ, and Mikail Yalçın. “Misconceptions in Phenomenological Research in Educational Administration: An Analysis Based on Theses”. Research in Educational Administration and Leadership 5, no. 1 (May 2020): 139-96. https://doi.org/10.30828/real/2020.1.5.
EndNote Çimen İ, Kılınç AÇ, Bektaş F, Karadağ E, Yalçın M (May 1, 2020) Misconceptions in Phenomenological Research in Educational Administration: An Analysis Based on Theses. Research in Educational Administration and Leadership 5 1 139–196.
IEEE İ. Çimen, A. Ç. Kılınç, F. Bektaş, E. Karadağ, and M. Yalçın, “Misconceptions in Phenomenological Research in Educational Administration: An Analysis Based on Theses”, REAL, vol. 5, no. 1, pp. 139–196, 2020, doi: 10.30828/real/2020.1.5.
ISNAD Çimen, İsmail et al. “Misconceptions in Phenomenological Research in Educational Administration: An Analysis Based on Theses”. Research in Educational Administration and Leadership 5/1 (May 2020), 139-196. https://doi.org/10.30828/real/2020.1.5.
JAMA Çimen İ, Kılınç AÇ, Bektaş F, Karadağ E, Yalçın M. Misconceptions in Phenomenological Research in Educational Administration: An Analysis Based on Theses. REAL. 2020;5:139–196.
MLA Çimen, İsmail et al. “Misconceptions in Phenomenological Research in Educational Administration: An Analysis Based on Theses”. Research in Educational Administration and Leadership, vol. 5, no. 1, 2020, pp. 139-96, doi:10.30828/real/2020.1.5.
Vancouver Çimen İ, Kılınç AÇ, Bektaş F, Karadağ E, Yalçın M. Misconceptions in Phenomenological Research in Educational Administration: An Analysis Based on Theses. REAL. 2020;5(1):139-96.


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