School Principals’ Opinions on the Schooling in Turkey During the COVID-19 Pandemic

Year 2022, Volume: 7 Issue: 2, 395 - 433, 29.06.2022

Evrim Erol , Esen Altunay

https://doi.org/10.30828/real.1070087

Cited By: 2

Abstract

During the pandemic process, an education crisis emerged, and the purpose and existence of the school began to be questioned again. For this reason, in this paper, the opinions of school principals regarding the changes in the school process during the COVID-19 pandemic were discussed. The research was designed as the phenomenology design. The participants of the research consist of school principals. The data were collected by semi-structured interview technique. Content analysis was used to analyze the data. According to the findings of the study, it was determined that school principals had difficulties in the fields of strategic, instructional, and social leadership during the pandemic process. The important benefits of the pandemic process for the school were emphasized in the themes of school-related capacity building, social, and goal-oriented achievements. Administrative, social, and developmental priorities themes have emerged regarding the reduction of adaptation problems to the school process during and after the pandemic process.

Keywords

COVID-19, crisis management, challenges of the pandemic, achievements, school principals

References

• Akyüz, M (2018). Strategic leadership. Stratejik Yönetim Araştırmaları Dergisi. 1 (1), 45-66.
• Alaağaçlı, S. (2006). Crisis and disaster management: The case of Turkey. Yayınlanmamış Yüksek Lisans Tezi. Kocaeli Üniversitesi Sosyal Bilimler Enstitüsü. Kocaeli.
• Anderson, J. (2020). Brave new world: The coronavirus pandemic is reshaping education. https://qz.com/1826369/how-coronavirus-is-changing-education/, web adresinden 20 Nisan 2020’de edinilmiştir.
• Bergdahl, N. & Nouri, J. (2020). COVID 19 and Crisis Prompted Distance Education in Sweden Technology, Knowledge and Learning. Technology, Knowledge and Learning, 26, 443-459.
• Bingöl-Schrijer, B. (2020). Key problems regarding the right to education, equal opportunities, and exams during the COVID-19 pandemic. İstanbul Hukuk Mecmuası, 78 (2), 837- 884.
• Buheji, M. & Ahmed, D. (2020). Foresight of coronavirus (COVID-19) opportunities for a better world. American Journal of Economics 10 (2), 97-108.
• Bowen, J.A. (2012). Teaching naked: How moving technology out of your college classroom will improve student learning. San Francisco: Jossey-Bass,.
• Cırık, İ. (2008). Multicultural education and its reflections. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. 34, 27-40.
• Daniels, S. & Ramey, M. (2005). The leader’s guide to hospital case management. Mississauga: Jones and Publishers.
• Demirtaş, H. (2000). Crisis management. Kuram ve Uygulamada Eğitim Yönetimi, 2, 353-373.
• Filiz, E. (2007). Crisis management in public administration, Bursa:Alfa Aktüel.
• Geuss, R. (2018). Critical theory: Habermas and the Frankfurt school. İstanbul: Ayrıntı Yayınları.
• Giannini, S. & Lewis, G.S. (2020). Three ways to plan for equity during the coronavirus school closures. https://gemreportunesco.wordpress.com adresinden 28 Mart 2020 tarihinde edinilmiştir.
• Hargreaves, A. & Fullan, M. (2020). Professional capital after the pandemic: revisiting and revising classic understandings of teachers’ work. Journal of Professional Capital and Community,5(3/4), 327-336.
• Harris, A. (2020). COVID-19 school leadership in crisis? Journal of Professional Capital and Community. 5 (3/4), 321-326.
• Harris, A. & Jones, M. (2020). COVID 19 school leadership in disruptive times. School Leadership & Management, 40(4), 243-247.
• Ireland, R.D. & Hitt, M.A. (2005). Achieving and maintaining strategic competitiveness in the 21st century: the role of strategic leadership. Academy of Management Executive. 9(4), 63-74.
• Kağıtçıbaşı, Ç. (2010). Man and people today: An introduction to social psychology, İstanbul: Evrim Yayınevi.
• Kincheloe, J.L. (2018). Critical pedagogy (Çev. K. İnal). İstanbul:Yeni İnsan Yayınevi.
• Koh, C.G., Lee, L., Lo, C. Wong, C. & Yap, J. (2020). A Socio-psychological perspective. in challenges and opportunities in the post-COVID-19 World (s. 44-48). Geneva: World Economic Forum. www.weforum.org.
• Klaiman, T., Kraemer, J.D. & Stoto, M.A. (2011). Variability in school closure decisions in response to 2009 H1N1: A qualitative systems improvement analysis. BMC Public Health, 11(1), 1-10.
• Külekçi Akyavuz, E. & Çakın, M. (2020). School administrators' views on the impact of the COVID-19 epidemic on education.Turkish Studies, 15(4), 723-737.
• Mayer, B.W., Moss, J. & Dale, K. (2008). Disaster and preparedness: Lessons from Hurricane Rita. Journal of Contingencies and Crisis Management, 16 (1), 14-23.
• Martinez, J.A., Amick, L.R. & McAbee, S. (2021). The Reopening of a School during the COVID-19 Pandemic: An Administrative Lens. Research in Educational Administration & Leadership, 6(2), 515-552.
• Sarı, T. & Nayır, F. (2020). Pandemic era education: challenges and opportunities. Turkish Studies. 15(4), 959-975.
• Senge, P. (2016). Fifth discipline: The art and practice of learning organization (Çev. A. İldeniz, A. Doğukan, B. Pala). İstanbul: Yapı Kredi Kültür Sanat Yayıncılık.
• Smith, L. & Riley, D. (2012) School leadership in times of crisis.School Leadership & Management, 32 (1), 57-71.
• Wang, G., Zhang, Y., Zhao, J., Zhang, J. & Jiang, F. (2020). Mitigate the effects of home confinement on children during the COVID-19 outbreak. Lancet (London, England), 395(1028), 945–947.
• Yıldırım, M., Geçer, E. & Akgül, Ö. (2021). The impacts of vulnerability, perceived risk, and fear on preventive behaviors against COVID-19. Psychology, Health & Medicine, 26(1), 35-43.
• Yıldırım, A, & Şimşek, H. (2017). Qualitative research methods in the social sciences. Seçkin Yayıncılık. Ankara: Seçkin Yayıncılık