Coordination in IB schools: A phenomenological study

Özlem Özbey Demir; Emine Ayyıldız

EN TR

Coordination in IB schools: A phenomenological study

Abstract

This study explores how coordination in International Baccalaureate (IB) schools is perceived and experienced by members of the school community. Semi-structured interviews were conducted with 16 participants selected through maximum variation sampling. We analyzed the data by following Moustakas' Transcendental Phenomenological approach and realized that the subthemes emerged under two main themes: factors supporting coordination and factors hindering it. The subthemes include gatherings, school culture, management attitudes, individual attitudes, and crisis situations. The findings of our study indicate that these factors can either strengthen or weaken coordination, highlighting the complexity of coordination in educational settings. Structured meetings, supportive school culture, proactive management attitudes, and positive individual behaviors enhance coordination, while language barriers, unstructured meetings, hierarchical school systems, inaccessible management, and negative individual attitudes impede it. The study suggests that effective coordination in IB schools requires addressing these multifaceted and context-dependent factors to foster a more collaborative and efficient educational environment.

Keywords

IB schools , coordination , educational management , school community

IB okullarında eşgüdüm: Fenomenelojik bir çalışma

Öz

Bu çalışma, Uluslararası Bakalorya (IB) okullarındaki eşgüdümün okul topluluğu üyelerince nasıl algılandığı ve deneyimlendiğini incelemektedir. Çalışmada, maksimum çeşitlilik örneklemesiyle seçilmiş 16 katılımcıyla yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Moustakas'ın Transandantal Fenomenolojik yaklaşımını kullanarak yaptığımız veri analizi sonucunda eşgüdümü destekleyen durumlar ve eşgüdümü engelleyen durumlar şeklindeki iki ana temanın altında yer alan aynı alt temaların ortaya çıktığını gördük. Alt temalar, bir araya gelişler, okul kültürü, yönetim tutumları, bireysel tutumlar ve kriz durumlarıdır. Çalışmamızın sonuçları, bu alt temaların içerdiği faktörlerin eşgüdümü güçlendirebileceğini veya zayıflatabileceğini ortaya koymuştur, ki bu da eğitim ortamlarındaki eşgüdümün karmaşıklığını göstermektedir. Yapılandırılmış toplantılar, destekleyici okul kültürü, proaktif yönetim tutumları ve olumlu bireysel davranışların eşgüdümü artırdığı görülürken, dil engeli, yapılandırılmamış toplantılar, hiyerarşik okul sistemleri, erişilmez yönetim ve olumsuz bireysel tutumların eşgüdümü engellediği sonucuna ulaşılmıştır. Çalışma, IB okullarında etkili eşgüdümün, daha işbirlikçi ve verimli bir eğitim ortamı sağlamak için bu çok yönlü ve bağlama bağlı faktörlerin ele alınması gerektiğini göstermektedir.

Anahtar Kelimeler

IB okulları , eşgüdüm , eğitim yönetimi , okul topluluğu

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Details

Primary Language

English

Subjects

Education Management , Education Planning , Leadership in Education

Journal Section

Research Article

Authors

Özlem Özbey Demir ^*
0000-0002-4472-1403
Türkiye

Emine Ayyıldız
0000-0003-4472-1320
Türkiye

Publication Date

June 25, 2025

Submission Date

December 19, 2024

Acceptance Date

May 23, 2025

Published in Issue

Year 2025 Volume: 5 Number: 1

IZ

https://izlik.org/JA77AN86AF

APA

Özbey Demir, Ö., & Ayyıldız, E. (2025). Coordination in IB schools: A phenomenological study. Okul Yönetimi, 5(1), 18-33. https://izlik.org/JA77AN86AF

Coordination in IB schools: A phenomenological study

Coordination in IB schools: A phenomenological study

Abstract

Keywords

IB okullarında eşgüdüm: Fenomenelojik bir çalışma

Öz

Anahtar Kelimeler

References

Details

Primary Language

Subjects

Journal Section

Authors

Publication Date

Submission Date

Acceptance Date

Published in Issue

IZ

Cite

School Administration Journal – SAJ