Eleştirel Pedagoji Bağlamında Öğretmen-Yönetici Etkileşimi: Bir Kuramsal İnceleme

Yıl 2025, Cilt: 11 Sayı: 18, 1 - 25, 19.08.2025

İsmail Eraslan

https://doi.org/10.51947/yonbil.1689810

Öz

Bu kuramsal çalışma, öğretmen-yönetici etkileşimini eleştirel pedagoji bağlamında değerlendirmeyi amaçlamaktadır. Geleneksel eğitim yönetimi yaklaşımlarında öğretmenler çoğunlukla edilgen uygulayıcılar olarak konumlandırılırken, yöneticiler otoriter denetleyici figürler olarak tasvir edilmektedir. Paulo Freire’nin özgürleştirici eğitim anlayışından ilhamla şekillenen eleştirel pedagoji ise bu hiyerarşik yapıyı sorgulayarak öğretmeni özneleştiren, yöneticiyi ise dönüştürücü liderliğe yönlendiren bir paradigma sunar. Bu bağlamda çalışmada, öğretmen-yönetici ilişkisinin iktidar, özgürleşme, katılımcılık ve öznellik kavramları etrafında yeniden ele alınması hedeflenmektedir. Araştırma, nitel bir perspektifle doküman analizi yöntemiyle yapılandırılmış; Freire, Giroux, Apple ve Foucault gibi düşünürlerin görüşlerinden kuramsal çerçeve oluşturulmuştur. Çalışmanın sonucunda, eğitim kurumlarında demokratik yönetişim kültürünün gelişebilmesi için yöneticilerin sadece idari işlevleri değil, öğretmenin pedagojik gelişimini destekleyen eleştirel liderlik rollerini de benimsemeleri gerektiği vurgulanmaktadır. Bu yaklaşım, öğretmenlerin yalnızca meslekî değil, aynı zamanda etik ve toplumsal olarak da güçlenmelerini sağlayacak yeni bir yönetişim modeline işaret etmektedir.

Anahtar Kelimeler

Eleştirel pedagoji , öğretmen-yönetici etkileşimi , eğitim yönetimi , iktidar ilişkisi , demokratik yönetişim

Teacher-Administrator Interaction in the Context of Critical Pedagogy: A Theoretical Review

Öz

This theoretical study aims to examine the teacher-administrator interaction within the framework of critical pedagogy. In traditional educational administration approaches, teachers are frequently positioned as passive implementers, while administrators are portrayed as authoritative supervisory figures. Drawing inspiration from Paulo Freire’s concept of liberating education, critical pedagogy challenges this hierarchical structure by proposing a paradigm that empowers teachers as subjects and redefines administrators as transformative leaders. Accordingly, this study seeks to reconsider the teacher-administrator relationship through the concepts of power, emancipation, participation, and subjectivity. Methodologically, the study adopts a qualitative perspective and is structured through document analysis, constructing a theoretical framework based on the works of Freire, Giroux, Apple, and Foucault. The findings suggest that in order to foster a culture of democratic governance within educational institutions, administrators must not only fulfill administrative functions but also embrace critical leadership roles that support teachers’ pedagogical development. This approach points toward a new governance model that facilitates not only the professional but also the ethical and societal empowerment of teachers.

Anahtar Kelimeler

critical pedagogy , teacher-administrator interaction , educational leadership , power relations , demogratic governance

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