IB okullarında eşgüdüm: Fenomenelojik bir çalışma

Year 2025, Volume: 5 Issue: 1, 18 - 33, 25.06.2025

Özlem Özbey Demir , Emine Ayyıldız

Abstract

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.

Keywords

IB okulları, eşgüdüm, eğitim yönetimi, okul topluluğu

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

Ethical Statement

Ethical approval for this study was obtained from Istanbul Medeniyet University.

Supporting Institution

No financial support was received for this research.

Thanks

No financial support was received for this research.

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