Araştırma Makalesi
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Öğretmenlerin Okul Yöneticilerinden Beklentileri

Yıl 2024, Sayı: 61, 2297 - 2325, 27.09.2024
https://doi.org/10.53444/deubefd.1459886

Öz

Okullarda eğitim öğretim amaçlarının gerçekleştirilmesinde ve okuldaki işleyişin sürdürülmesinde okul yöneticisine önemli görevler düşmektedir. Okul yöneticisinin gerçekleştirmesi gereken görev ve sorumluluklarına ilişkin öğretmenlerin çeşitli beklentileri oluşmaktadır. Bu araştırmanın amacı, öğretmenlerin okul yöneticisinden hangi konularda beklenti içerisinde olduğunu belirlemektir. Bu çalışma, öğretmenlerin okul yöneticilerinden beklentilerini ortaya çıkarmayı amaçlayan temel nitel araştırmadır. Aydın İli Efeler İlçesi'nde 2023 yılında resmi bir ortaokulda görevli 35 öğretmenin katılımıyla yürütülen çalışmada yarı yapılandırılmış görüşme formu aracılığıyla veri toplanmıştır. Elde edilen veriler MAXQDA 20 programı kullanılarak betimsel ve içerik analizi yöntemleriyle analiz edilmiştir. Araştırma sonucunda, öğretmenlerin beklentileri "okuldaki faaliyetlere ilişkin beklentiler" ve "okul yöneticisinin sahip olması gereken özelliklere ilişkin beklentiler" olmak üzere iki ana tema altında toplanmıştır. Okuldaki faaliyetlere ilişkin beklentiler; eğitim-öğretim, öğretmen ve öğrenciler ile okul-çevre ilişkilerine yönelik beklentileri içerirken, okul yöneticisinin sahip olması gereken özelliklere ilişkin beklentiler arasında adaletli ve anlayışlı olma gibi kişisel özellikler öne çıkmaktadır. Çalışmanın sonuçlarına göre, okul yöneticilerinin liderlik ve yönetim stillerinin farklı okul türlerinde ve kademelerinde öğretmenlerin beklentilerini karşılama düzeyini inceleyen karşılaştırmalı araştırmalar yapılması ve okul yöneticilerinin öğretmen görüşlerini dikkate alarak okulun amaçlarını gerçekleştirmesi, öğretmenlerin mesleki gelişimine katkı sunması ve okul-aile iş birliğini güçlendirmesi önerilmektedir.

Kaynakça

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Teachers' Expectations from School Administrators

Yıl 2024, Sayı: 61, 2297 - 2325, 27.09.2024
https://doi.org/10.53444/deubefd.1459886

Öz

School administrators have important duties in the realization of educational objectives and the maintenance of the functioning of the school. Teachers have various expectations regarding the duties and responsibilities of school administrators. This study aims to determine the expectations of teachers from school administrators This study is basic qualitative research that aims to reveal the expectations of teachers from school principals. Data was collected through semi-structured interviews with 35 teachers working at a public secondary school in Efeler district of Aydın province in 2023. The collected data were analyzed using descriptive and content analysis methods with MAXQDA 20 software. As a result of the research, the expectations of teachers were gathered under two main themes: "expectations regarding activities at school" and "expectations regarding the characteristics that a school principal should have". Expectations regarding activities at school include expectations regarding teaching and learning, teachers and students, and school-environment relations, while expectations regarding the characteristics that a school principal should have highlight personal characteristics such as being fair and understanding. According to the results of the study, it is recommended to conduct comparative studies examining the level of school administrators' leadership and management styles to meet the expectations of teachers in different school types and levels, and it is recommended that school administrators should realize the aims of the school, contribute to the professional development of teachers and strengthen school-family cooperation by taking into account the views of teachers.

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  • Pusvitasari, R. (2023). Discipline culture development at thayaiwittaya school khuang lang hatyai songkhla Southern Thailand. Nazhruna: Jurnal Pendidikan Islam, 6(2), 174-189. https://doi.org/10.31538/nzh.v6i2.2746.
  • Quines, L., & Relacion, M. (2022). The mediating effect of school climate on the relationship between teacher communication behavior and student engagement. European Journal of Education Studies 9(11). https://doi.org/10.46827/ejes.v9i11.4521.
  • Ryan, J. (2006). Inclusive leadership and social justice for schools. Leadership and Policy in Schools, 5(1), 3–17. https://doi.org/10.1080/15700760500483995
  • Sarwar, U., Tariq, R. & Yong, O. Z. (2022). Principals' leadership styles and its impact on teachers' performance at college level. Frontiers in Psychology, 13, 1-8. https://doi.org/10.3389/fpsyg.2022.919693
  • Scheerens, J. & Stoel W. (1988). Development of theories of school effectiveness. Annual Meeting of the American Educational Research Association.
  • Schermerhorn, J. R. Jr., Hunt, J.G., Osborn, R. N. & Uhl-Bien, M. (2010). Organizational behavior. John Wiley & Sons.
  • Schulte, D. P., Slate, J. R. & Onwuegbuzie, A. J. (2010). Characteristics of effective school principals: A mixed-research study. The Alberta Journal of Educational Research, 56(2), 172-195. https://doi.org/10.11575/ajer.v56i2.55397
  • Şişman, M. (2012). Öğretim liderliği. Pegem Yayıncılık.
  • Skiba, R. J., Chung, C. G., Trachok, M., Baker, T. L., Sheya, A., & Hughes, R. L. (2014). Parsing disciplinary disproportionality: Contributions of infraction, student, and school characteristics to out-of-school suspension and expulsion. American Educational Research Journal, 51(4), 640–670. https://doi.org/10.3102/0002831214541670
  • Söylemez, E. ve Göl, M. (2023). Millî Eğitim kurumlarında sonuç odaklıdan süreç odaklıya disiplin problemlerine yönelik çözümleyici yaklaşımların geliştirilmesi. Journal of Social Research and Behavioral Sciences, 9(19), 216-227. https://doi.org/10.52096/jsrbs.9.19.16.
  • Starratt, R.J. (2004). Ethical leadership. Jossey-Bass.
  • Stratan, V. (2022). Strengthening the school – family educational partnership to ensure quality inclusive education. Materialele Conferinței Științifice Naționale Cu Participare Internațională https://doi.org/10.46728/c.v1.25-03-2022.p182-187.
  • Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Sage publications.
  • Taymaz, H. (2011). Yükseköğretim ve ortaöğretim okul müdürleri için okul yönetimi. Pegem Akademi. Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A Review of school climate research. Review of Educational Research, 83(3), 357–385. https://doi.org/10.3102/0034654313483907
  • Turan, S., Yıldırım, N. ve Aydoğdu, E. (2012). Okul müdürlerinin kendi görevlerine ilişkin bakış açıları. Pegem Eğitim ve Öğretim Dergisi, 2(3), 63-76.
  • Ukuşlu, G., Ukuşlu, H., Aytekin, S. ve Aytekin, U. (2023). Öğretmenlerin okul iklimine ilişkin görüşleri ve beklentileri. Ulusal Eğitim Dergisi, 3(8), 1090-1119. https://doi.org/10.5281/zenodo.8312698
  • Usta, M. E. ve Boğa, F. (2021). Okul yöneticilerinin okul yönetiminde yaşanan sorunlara ilişkin görüşleri. Harran Maarif Dergisi, 6(1), 18-49. http://dx.doi.org/10.22596/2020.0601.18.49
  • Uzun, S., Karabacak, N., Karatay, E., ve Şen, M. (2023). Okul müdürlerinin öğretimsel liderlik davranışlarının dönüşümcü liderlik ve motivasyon aracılığı ile öğrenci başarısı üzerine etkisi. Premium e-Journal of Social Science (PEJOSS), 7(33), 705-713. https://doi.org/10.5281/zenodo.8255951
  • Verlie, B., & Blom, S. (2021). Education in a changing climate: reconceptualizing school and classroom climate through the fiery atmos-fears of Australia’s Black summer. Children's Geographies, 20(5), 618-632. https://doi.org/10.1080/14733285.2021.1948504.
  • Wall, R., & Rinehart, J. S. (1998). School-based decision making and the empowerment of secondary school teachers. Journal of School Leadership, 8(1), 49–64. https://doi.org/10.1177/105268469800800103
  • Walzer, M. (1984). Spheres of justice: A defense of pluralism and equality. Basic Books.
  • Wang, M., & Degol, J. (2015). School climate: A Review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28, 315 - 352. https://doi.org/10.1007/s10648-015-9319-1.
  • Welsh, R. (2023). Administering Discipline: An Examination of the Factors Shaping School Discipline Practices. Education and Urban Society. https://doi.org/10.1177/00131245231208170.
  • Welsh, R. O., & Little, S. (2018). The school discipline dilemma: A comprehensive review of disparities and alternative approaches. Review of Educational Research, 88(5), 752–794. https://doi.org/10.3102/0034654318791582
  • Welsh, W. N. (2000). The effects of school climate on school disorder. The Annals of the American Academy of Political and Social Science, 567(1), 88-107. https://doi.org/10.1177/000271620056700107
  • Yeşilbaş, Y. (2018). Okul müdürlerinin kullandıkları güç kaynakları: Bir karma yöntem çalışması. [Yayımlanmamış Yüksek Lisans Tezi]. Adnan Menderes Üniversitesi.
  • Yıldırım, A. ve Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri (10. baskı). Seçkin Yayıncılık.
  • Yin, R. K. (1984). Beyond method: Strategies for social research. G. Morgan (Ed.). Sage Publications.
  • Yirci, R. & Berk, B. (2021). Okul yöneticilerinin ve öğretmenlerin görüşlerine göre etkili okul müdürü: Nitel bir araştırma. Journal of History School, 50, 570-598. http://dx.doi.org/10.29228/joh.43166
  • Zepeda, S. (2016). Öğretim denetimi: Uygulama araçları ve kavramlar, A. Balcı ve Ç. Apaydın (Çev. Ed.). Pegem Akademi.
Toplam 123 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Yönetimi
Bölüm Makaleler
Yazarlar

Yasemin Yeşilbaş Özenç 0000-0002-5590-4520

Ramazan Başaran 0000-0003-0646-4458

Yayımlanma Tarihi 27 Eylül 2024
Gönderilme Tarihi 27 Mart 2024
Kabul Tarihi 1 Ağustos 2024
Yayımlandığı Sayı Yıl 2024 Sayı: 61

Kaynak Göster

APA Yeşilbaş Özenç, Y., & Başaran, R. (2024). Öğretmenlerin Okul Yöneticilerinden Beklentileri. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi(61), 2297-2325. https://doi.org/10.53444/deubefd.1459886