A Study of Early Career Principals’ Perceptions of Their Induction Program

Year 2021, , 377 - 404, 17.04.2021

Serpil Tekir

https://doi.org/10.17569/tojqi.869758

Abstract

Due to the dramatic changes in the roles and responsibilities of principals in the 21st century, there has been a need for professional development training and support for novice principals. In response to this need, a school district in a northern state in the USA started offering a Principal Induction Program (PIP) to the early career principals in the district in 2018. Regarding the program, there is a need to gain an understanding of the perceptions of the applications and the impact of the program. For that purpose, this study investigated the perceptions of new principles participating in the PIP. The study adopted a single case research design using qualitative data collected through semi-structured interviews with eight early-career principals and two mentors participating in the principal induction program. The qualitative data were subjected to content analysis. The results indicate that new principals have gained more knowledge about key components of effective practice and felt better equipped to carry out their role as school leaders, to establish positive learning environments in their buildings for all students, and to navigate the range of challenges associated with being a new principal. Based on the findings, recommendations were offered for future professional development programs designed for new principals.

Keywords

Early career principal, mentoring, novice principal, principal development, principal induction

Yeni Müdürlere Verilen İşe Başlama Eğitiminin Etkileri

Abstract

21. yüzyılda müdürlerin rol ve sorumluluklarında gerçekleşen önemli değişiklikler nedeniyle, mesleğe yeni başlayan müdürler, mesleki gelişimleri için eğitimine ve desteğe ihtiyaç duymaktadır. Bu ihtiyacı gidermek için, ABD'nin kuzey eyaletinden birindeki bir okul bölgesi, 2018 yılında bölgelerinde mesleğe yeni başlayan müdürlere İşe Başlama Eğitimi (İBE) vermeye başlamıştır. Fakat bu eğitimin etkinliğiyle ilgili yeterli veri bulunmamaktadır. Bu amaçla bu çalışma, ABD'nin bu eyaletinde mesleğe yeni başlayan müdürlerin katıldıkları İşe Başlama Eğitimi hakkındaki algılarını araştırmıştır. Çalışma, nitel verilerin kullanıldığı tek vaka araştırma tasarımını benimsemiştir. Veriler mesleğe yeni başlayan sekiz müdürden ve onlara mentorluk yapan iki koçtan, yarı yapılandırılmış görüşmeler yöntemiyle toplanmıştır. Sonuçlar, programa devam eden yeni müdürlerin etkili uygula için gerekli temel unsurlar hakkında daha fazla bilgili olduklarını göstermektedir. Ayrıca veriler, okul lideri rollerini yerine getirmekte, okullarında tüm öğrenciler için olumlu bir öğrenme ortamı oluşturmakta ve karşılaştıkları zorluklarla başa çıkma konusunda kendilerini daha donanımlı hissettiklerini göstermektedir. Bulgulara dayanarak, mesleğe yeni başlayan müdürlerin mesleki gelişimleri için tasarlanacak programlara yönelik öneriler sunulmuştur.

Keywords

işe başlama eğitimi, mesleğe yeni başlayan müdürler, mentörlük, yeni müdürlerin mesleki gelişimi, yeni müdürler için işe başlama eğitimi

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