Year 2014, Volume 13, Issue 4, Pages 1165 - 1184 2014-12-01

Okul Yöneticilerinin Gelişimsel Değerlendirilmesine Yönelik Okul Yöneticilerinin Görüşleri
School Administrators’ Opinions on Developmental Evaluation of School Administrators

Betül BALKAR [1] , Sevilay ŞAHİN [2]

337 2462

Bu araştırmanın amacı; okul yöneticilerinin değerlendirilmesi ve okul gelişiminin sağlanması amacıyla Amerikan İlköğretim Okulu Yöneticileri Ulusal Derneği (National Association of Elementary School Principals [NAESP]) ve Amerikan Ortaöğretim Okulu Yöneticileri Ulusal Derneği (National Association of Secondary School Principals [NASSP]) (2012) tarafından sunulan çerçevenin tanıtılması ve bu çerçeveye ilişkin okul yöneticilerinin görüşlerinin incelenmesidir. Araştırmanın katılımcıları Gaziantep ilindeki ilköğretim ve ortaöğretim kurumlarında görev yapan 10 okul yöneticisinden oluşmaktadır. Araştırmanın verileri yarı yapılandırılmış görüşmeler yoluyla toplanmış ve içerik analizi kullanılarak analiz edilmiştir. Araştırmanın sonucunda; okul yöneticilerinin, değerlendirilme süreçlerinde okul özellikleri ve yönetici becerileri arasındaki farklılıkların dikkate alınması gerektiğini düşündükleri tespit edilmiştir. Ortak hedef belirleme, öğretmenlerin mesleki gelişimini yönlendirme, veli katılımını ve işbirliğini sağlama konuları değerlendirme alanlarında yer alması gereken konular arasında öne çıkmıştır. Araştırmanın sonucunda; okul müdürlerine yönelik değerlendirmelerin okulların farklı özelliklerini dikkate alarak, çoklu değerlendirme anlayışıyla ve okul gelişim planı ve mesleki gelişim planlarının kullanımıyla yapılması önerilmektedir
The aims of this study are to introduce the framework presented by National Association of Elementary School Principals [NAESP] and National Association of Secondary School Principals [NASSP] (2012) in order to evaluate school administrators and enable school development; and to examine school administrators’ opinions on this framework. The participants of the study consisted of 10 primary and secondary school administrators working in Gaziantep province in Turkey. Semi-structured interview technique was used to obtain data and content analysis was applied on obtained data. As a result of the study, it is found out that school administrators think that differences among school characteristics and among school administrators’ skills should be taken into consideration in school administrators’ evaluation processes. Goal setting, stimulating of teachers’ professional development, enabling of parent participation and collaboration come to forefront among the subject areas which should be taken part in the evaluation domains. Based on the findings of the study, it is recommended that evaluations of school administrators should be carried out with multiple evaluations taking different characteristics of schools into account, using school development plans and professional development plans
  • Amsterdam, C.E., Johnson, R.L., Monrad, D.M., & Tonnsen, S.L. (2003). A collaborative approach to the development and validation of a principal evaluation system: A case study. Journal of Personnel Evaluation in Education, 17(3), 221–242.
  • Ärlestig, H. (2007). Principals' communication inside schools: A contribution to school improvement?, The Educational Forum, 71(3), 262-273.
  • Bredeson, P.V., & Johansson, O. (2000). The school principal's role in teacher professional development. Journal of In-Service Education, 26(2), 385- 401.
  • Catano, N., & Stronge, J.H. (2007). What do we expect of school principals?
  • Congruence between principal evaluation and performance standards. International Journal of Leadership in Education: Theory and Practice, 10(4), 379-399.
  • Condon, C., & Clifford, M. (2012). Measuring principal performance: How rigorous are commonly used principal performance assessment instruments? A Quality School Leadership Issue Brief (American Institutes for Research [AIR]), January, 1-13.
  • Davis, S.H., & Hensley, P.A. (1999). The politics of principal evaluation. Journal of Personnel Evaluation in Education, 13(4), 383-403.
  • de Grauwe, A. (2007). Transforming school supervision into a tool for quality improvement. International Review of Education, 53, 709–714.
  • Dunaway, D.M., Kim, D-H., & Szad, E.R. (2012). Perceptions of the purpose and value of the school improvement plan process. The Educational Forum, 76(2), 158-173.
  • Duncan, H.E. (2013). Exploring gender differences in US school principals’ professional development needs at different career stages. Professional Development in Education, 39(3), 293-311.
  • Ehren, M.C.M., & Visscher, A.J. (2008). The relationships between school inspections, school characteristics and school improvement. British Journal of Educational Studies, 56(2), 205-227.
  • Engels, N., Hotton, G., Devos, G., Bouckenooghe, D., & Aelterman, A. (2008). Principals in schools with a positive school culture. Educational Studies, 34(3), 159-174.
Other ID JA33BM63EY
Journal Section Article
Authors

Author: Betül BALKAR
Institution: ?

Author: Sevilay ŞAHİN
Institution: ?

APA BALKAR, B , ŞAHİN, S . (2014). School Administrators’ Opinions on Developmental Evaluation of School Administrators. Gaziantep University Journal of Social Sciences, 13 (4), 1165-1184. DOI: 10.21547/jss.257184