The essential meaning of self-actualization via principalship: A phenomenological study

Abstract

According to Abraham Harold Maslow, self-actualization can be defined as using one’s own potential in full. He described it as a higher sort of human need, which must be satisfied to reach healthiness and achieve the full range of desirable personality traits. The aim of this phenomenological study is to reveal the shared meaning of self-actualization in the context of school principalship as derived from the articulated beliefs of a number of public and private school principals. Twelve principals from both public and private schools were interviewed about the meaning of self-actualization as described by literature on the topic. The findings from semi-structured interviews of the participants revealed a consensus that there are five prominent skills which constitute a principal’s fully-realized potential: communication, organization, motivation, empathy, and self-improvement. As a consequence of realizing their individual potential, the participants expressed feelings of happiness, peace, and enjoyment in their work, as well as an increase in their self-confidence and self-motivation. However, the participants expressed feelings of a short-term loss of morale and increased unhappiness whenever they failed to realize their individual potential due to impediments encountered in the field. Possible implications for research and practice are also offered.

Keywords

• Self-actualization,Maslow,principals,school administration,phenomenology

Okul Müdürlüğü ile Kendini Gerçekleştirmenin Özsel Anlamı: Fenomenolojik Bir Araştırma

Öz

Abraham Harold Maslow’a göre kendini gerçekleştirme, kişinin potansiyelini sonuna kadar kullanması olarak tanımlanabilir. Maslow bu kavramı sağlıklı olma haline ve arzu edilir kişilik özelliklerinin her çeşidine ulaşabilmek için karşılanması gereken üst düzey bir gereksinim olarak betimlemiştir. Bu fenomenolojik araştırmanın amacı, kamuya ve özel sektöre ait okullarda çalışmakta olan bir grup okul müdürünün ifadelerine dayalı olarak okul müdürlüğü bağlamında kendini gerçekleştirme kavramının paylaşılan anlamını ortaya koyabilmektir. Bu kapsamda on iki okul müdürü ile kendini gerçekleştirme kavramının anlamına ilişkin yarı yapılandırılmış görüşmeler yapılmıştır. Görüşmelerden elde edilen bulgular, katılımcılar arasında bir okul müdürünün potansiyelini tamamen gerçekleştirebilmesi için beş temel becerisini kullanması gerektiği yönünde ortak bir algı olduğunu göstermiştir. Söz konusu beceriler, iletişim, organizasyon, motivasyon, empati ve kendini geliştirmedir. Katılımcılar potansiyellerini gerçekleştirebilmeleri halinde mutluluk ve huzur duyduklarını ve işlerinden haz aldıklarını; bunlara ek olarak öz güvenlerinde ve bireysel motivasyonlarında artış hissettiklerini dile getirmişlerdir. Potansiyellerini gerçekleştirmeleri önünde engellerle karşılaştıkları durumlarda ise kısa süreli bir moral kaybı ve mutsuzluk hissettiklerini belirtmişlerdir. Araştırma metni içerisinde bulguların uygulama ve gelecek araştırmalar açısından doğurgularına da yer verilmiştir.

Anahtar Kelimeler

• Kendini gerçekleştirme,Maslow,müdürler,okul yönetimi,fenomenoloji

Kaynakça

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