SCHOOL ADMINISTRATORS DECISION MAKING APPROACHES: TRANSITION TO DATA-BASED DECISION MAKING

Year 2020, Volume: 24 Issue: 3, 713 - 725, 15.12.2020

Hasan Tabak Fatih Şahin Burcu Yavuz Tabak

Abstract

In this study, it was aimed to examine how school administrators solve the problems they encounter and how they decide on macro or micro-level issues with a data-based approach according to the opinions of teachers. The research is a qualitative study in the phenomenology pattern. The study group was determined according to the appropriate sampling from purposeful sampling techniques. In this context, 19 teachers from different provinces of Turkey and different levels of education were included in the study group. In the research, a semi-structured interview form developed by the researchers was used as a data collection tool, and remote interviews in a virtual environment mostly provided the interviews. Research data were analyzed by using content analysis method. When the average depth levels of the codes revealed in the study were examined, it was seen that school administrators did not go beyond the law or regulation and the limits drawn by the legislator according to the perceptions of teachers. Findings revealed that data-based decision making was minimal, and there was a tendency towards more collaborative, experience-based, or listening stakeholders in data-based decision-making. It is thought that there needs to be a change of perspective in decision making and effective use of school-based data systems to be established in Turkey with digital transformation, and that school employees should gain competence in data use.

Keywords

School administrator, problem-solving, decision making, data-based decision making

OKUL YÖNETİCİLERİNİN KARAR ALMA YAKLAŞIMLARI: VERİYE DAYALI KARAR ALMAYA GEÇİŞ

Abstract

Bu çalışmada, öğretmen görüşlerine göre okul yöneticilerin karşılaştıkları karar alma yaklaşımlarını incelemek amaçlanmıştır. Araştırma olgubilim (fenomenoloji) deseninde nitel bir çalışmadır. Araştırmanın çalışma grubu amaçlı örnekleme tekniklerinden uygun örneklemeye göre belirlenmiştir. Bu kapsamda Türkiye’nin farklı illerinden ve eğitimin farklı kademelerinden 19 öğretmen çalışma grubuna dâhil edilmiştir. Araştırmada, veri toplama aracı olarak araştırmacılar tarafından geliştirilen yarı yapılandırılmış görüşme formu kullanılmış, görüşmeler daha çok elektronik ortamda uzaktan görüşmelerle sağlanmıştır. Araştırma verileri içerik analizi yöntemi kullanılarak çözümlenmiştir. Analiz sonucunda ortaya çıkan kodların ortalama derinlik seviyelerine incelendiğinde öğretmen algılarına göre okul yöneticilerinin karar vermede kanun veya yönetmeliğin dışına çıkmadıkları ve yasa koyucunun çizdiği sınırların dışına çıkılmaması yönünde eğilim gösterdikleri görülmüştür. Elde edilen bulgular veriye dayalı karar almanın oldukça sınırlı olduğunu ve veriye dayalı karar vermede daha çok iş birliği, tecrübeye başvurma veya tarafları dinleme yönünde bir eğilimin olduğu görülmüştür. Karar almada bakış açısının değiştirilmesine ve Türkiye’de dijital dönüşümle birlikte kurulacak okul merkezli veri sistemlerinin etkili bir şekilde kullanılmasına gerek olduğu ve veri kullanımı konusunda okul çalışanlarının yeterlik kazanması gerektiği düşünülmektedir.

Keywords

Okul Yöneticisi, Problem Çözme, Karar Alma, Veriye Dayalı Karar Alma

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