Kadın Okul Müdürlerine Simgesel Temsilcilik ve Kurumsal Simgesel Statü

Yıl 2025, Cilt: 13 Sayı: 2, 50 - 63, 02.01.2026

Hilal Erkol , Engin Aslanargun

Öz

Bu çalışmanın amacı, kadın okul müdürlerinin bakış açısıyla okul yönetimini anlamak ve eğitim örgütlerindeki simgesel statülerinin nedenlerini ve sonuçlarını araştırmaktır. Bu araştırmada hermeneutik fenomenoloji yöntemi kullanılmıştır. Araştırmanın bireysel sonuçları arasında kadınların sorumlulukları nedeniyle zaman yetersizliği, aile desteğinin eksikliği ve kadın okul müdürlerini destekleyen kavramların yokluğu; sosyal sonuçlar arasında kadınların toplumdaki ikincil konumu, mesleki kalıplaşmış yargılar, bürokratik engeller ve çevrelerindeki insanların olumsuz bakış açıları; ve örgütsel sonuçlar arasında bürokratik bir örgütsel yapı ve cinsiyet ayrımcılığına dayalı bir örgütsel kültür yer almaktadır. Kadın okul müdürlerinin sembolik statüsünün bir sonucu olarak, eylemleri daha görünür hale gelmekte ve bu durum performans baskısına ve yalnızlık duygusuna neden olmaktadır. Ayrıca, araştırma sonuçları, kadınların sosyal hayattaki rolleri, çalışma hayatındaki sayısal varlıkları ve cinsiyete dayalı olarak yaşadıkları ayrımcılığın hem Doğu hem de Batı toplumlarında yaygın olduğunu göstermektedir.

Anahtar Kelimeler

Kadın okul müdürleri , kadın okul müdürlerinin sembolik statüsünün nedenleri , kadın okul müdürlerinin sembolik statüsünün sonuçları , eğitim yönetimi.

Etik Beyan

Bu çalışma, birinci yazarın tez çalışmasına dayanmaktadır. Araştırmanın yürütüldüğü tarihte, ilgili mevzuat kapsamında etik kurul onayı alma zorunluluğu bulunmamaktadır. Bununla birlikte araştırma sürecinde gönüllülük esasına uyulmuş, katılımcılara araştırmanın amacı hakkında bilgi verilmiş ve elde edilen veriler gizlilik ve anonimlik ilkeleri çerçevesinde değerlendirilmiştir.

Tokenism and The Institutional Token Status of Female Principals

Öz

The aim of this study is to understand school management from the perspective of female school principals and investigate the causes and results of having token status in educational institutions. Hermeneutic phenemology is used in this research. Individual results of the research include a lack of time due to women's responsibilities, a lack of family support, and the absence of notions supporting female school principals; social results include women's secondary position in society, occupational stereotypes, red tape, and negative perspectives of people around them; and organizational results include a bureaucratic organizational structure and an organizational culture based on gender discrimination. As a result of the token status of female school principals, their actions are visible, which causes performance pressure and a feeling of loneliness in their organizations. Also, research results show that the role of women in social life, their numerical existence in working life, and the discrimination based on gender they experience are familiar in both Eastern and Western societies.

Anahtar Kelimeler

Female school proncipals , reasons of female school principals’ token status , consequences of female school principals’ token status , educational administration.

Etik Beyan

This study is based on the first author’s thesis. At the time the research was conducted, ethical committee approval was not mandatory according to the relevant regulations. Nevertheless, the study was carried out in accordance with ethical principles, including voluntary participation, informed consent, and confidentiality and anonymity of the data.

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