An Investigation into the Discipline Approaches of School Administrators

Yıl 2016, , 567 - 582, 01.04.2016

Serkan Kadıoğlu , Hatice Kadıoğlu Ateş , Güler Kanbay Ak

https://doi.org/10.24289/ijsser.279068

Öz

The aim of this study is to investigate the discipline approaches of school managers. The study employed qualitative research methods and techniques. The sample of the study consists of the school managers employed in the secondary schools in the district of Başakşehir, Istanbul, in the 2014-2015 educational year. The study unveiled the opinions of 56 school managers on the definition and aims of the concept of discipline, and, at the same time, revealed their discipline approaches that they have adopted. Data were collected from school managers through a semi-structured interview.  Interviews were videotaped. The study took approximately two months. According to the findings, school managers defined discipline as a way of yielding desired behaviors, of complying with rules and regulations, rewarding and motivating the employees, and maintaining order in the institution.  However, it was also found that some school managers defined discipline as a punishment for undesired behaviors. It was found that school managers think that discipline aims to secure productive functioning of the institutions, to get things done neatly, to help the personnel to be successful, to prevent all possible problems, to make the personnel abide by the rules and regulations and to organize the things to be done. The study also found that among the attitudes that the school managers take on when they implement discipline are encouragement and rewarding instead of prohibition, and identifying the reasons for, and preventing, indiscipline. Based on these findings, it was concluded that the majority of school administrators have preventive approaches towards indiscipline. Some school managers have such  attitudes as forcing the employees to act properly, developing an attitude towards the undisciplined personnel, and threatening which shows that they have corrective approach towards indiscipline. School managers that punish the undisciplined personnel in line with the requirements of laws and regulations by giving justifications have the punitive-prohibitive discipline approach which is based on punishment and prohibitions. A small amount of school managers that participated in the study was found to have a revenge-based discipline approach towards the undisciplined employees. It was concluded that managers in this group develop such approaches as waiting for the undisciplined behaviors that require heavy punishment; not helping the personnel in their difficult times, and depriving them of their rights. Based on the findings, it can be said that school managers are knowledgeable with the definition and aims of discipline; that they usually have the preventive approaches towards indiscipline; and that there are very few school managers that have revenge-based approaches towards indiscipline.

Keywords: Discipline approaches, School manager, Educational management, Secondary school

An investigation into the discipline approaches of school administrators

Öz

The aim of this study is to investigate the discipline approaches of school managers. The study employed qualitative research methods and techniques. The sample of the study consists of the school managers employed in the secondary schools in the district of Başakşehir, Istanbul, in the 2014-2015 educational year. The study unveiled the opinions of 56 school managers on the definition and aims of the concept of discipline, and, at the same time, revealed their discipline approaches that they have adopted. Data were collected from school managers through a semi-structured interview.  Interviews were videotaped. The study took approximately two months. According to the findings, school managers defined discipline as a way of yielding desired behaviors, of complying with rules and regulations, rewarding and motivating the employees, and maintaining order in the institution.  However, it was also found that some school managers defined discipline as a punishment for undesired behaviors. It was found that school managers think that discipline aims to secure productive functioning of the institutions, to get things done neatly, to help the personnel to be successful, to prevent all possible problems, to make the personnel abide by the rules and regulations and to organize the things to be done. The study also found that among the attitudes that the school managers take on when they implement discipline are encouragement and rewarding instead of prohibition, and identifying the reasons for, and preventing, indiscipline. Based on these findings, it was concluded that the majority of school administrators have preventive approaches towards indiscipline. Some school managers have such  attitudes as forcing the employees to act properly, developing an attitude towards the undisciplined personnel, and threatening which shows that they have corrective approach towards indiscipline. School managers that punish the undisciplined personnel in line with the requirements of laws and regulations by giving justifications have the punitive-prohibitive discipline approach which is based on punishment and prohibitions. A small amount of school managers that participated in the study was found to have a revenge-based discipline approach towards the undisciplined employees. It was concluded that managers in this group develop such approaches as waiting for the undisciplined behaviors that require heavy punishment; not helping the personnel in their difficult times, and depriving them of their rights. Based on the findings, it can be said that school managers are knowledgeable with the definition and aims of discipline; that they usually have the preventive approaches towards indiscipline; and that there are very few school managers that have revenge-based approaches towards indiscipline.

 

Anahtar Kelimeler

Discipline approaches, School manager, Educational management, Secondary school

Kaynakça

• References
• Akar, I. (2002). Öğrenci Davranışlarını Etkileyen Etmenler. Z. Kaya (Ed.), Sınıf Yönetimi İçinde, Ankara : Pegem Yayınları.
• Akçadağ, T. (2005). Sorun Davranışların Yönetimi, Etkili Sınıf Yönetimi, Editör:Hüseyin Kıran, Ankara: Anı Yayınevi
• Akturan, U. Ve Esen, A. (2008). Fenomenoloji. Seçkin: Ankara.
• Atay, S. (2013). Milli Eğitim Bakanlığına Bağlı Resmi Ortağretim Kurumlarında Görev Yapan Öğretmen Ve Yöneticiler İle U Okulda Okuyan Öğrenci Ve Velilerinin Disipline İlişkin Algıları (Sakarya Örneği), Yüksek Lisans Tezi, Okan Üniversitesi.
• Baltaş, A. (2000). Ekip Çalışması Ve Liderlik. Remzi Kitabevi İstanbul.
• Baltaş, A. (2002). Güçlü Şirketleri Yaratan İş Liderleri. Remzi Kitabevi İstanbul.
• Baltaş, A. (2003). Rekabette Fark Yaratan Ekip Çalışması. Remzi Kitabevi İstanbul.
• Başar, H.,(2003).Sınıf Yönetimi . Ankara: Anı Yayıncılık.
• Başaran,İ.E.,(1996). Eğitim Yönetimi, Ankara: Yargıcı Matbaası.
• Bican S. (1994).(Rehber Öğretmen). Eğitimde Bir Boyut Disiplin, Eğitim Ve Toplum, Ankara. Http://E-Kutuphane.Egitimsen.Org.Tr/Pdf/3196.Pdf.
• Celep, C.,(2004). “Sınıf Yönetimi Ve Disiplin”, Anı Yayıncılık, Ankara.
• Cemaloğlu, N.,(2007). Disiplin İle İlgili Kavramlar, İlkeler Ve Uygulamalar, Milli Eğitim Dergisi.
• Dinçer, Ö. Ve Fidan Y. (2009). İşletme Yönetimine Giriş (7. Baskı), Alfa Yayınları, İstanbul.
• Ergin, D. (2008). Okul Yönetiminde Duygusal Zeka Ve Dönüşümsel Liderliğe İlişkin Öğretmen Algıları (Yayımlanmamış Yüksek Lisans Tezi). Kocaeli Üniversitesi Sosyal Bilimler Enstitüsü Eğitim Bilimleri Bölümü Eğitim Bilimleri Anabilim Dalı Eğitim Yönetimi, Teftişi, Planlaması Ve Ekonomisi Bilim Dalı.
• Ertürk, M., (2001). İşletme Biliminin Temel İlkeleri, Beta Yayınları, İstanbul.
• Giorgi, A.and Giorgi, B. (2008). Phenomenology. J.A. Smith (Edit.), Qualitative Psychology: A Practical Guide To Research Metod. England.
• Gökhan, S. (2007). İlköğretim Okullarında Uygulanan Disiplin Uygulamaları Ve Veli Beklentileri Üzerine Nitel Bir Araştırma, Yüksek Lisans Tezi, İstanbul: Yeditepe Üniversitesi Sosyal Bilimler Enstitüsü.
• Güçlü, M. (2004). “Ortaöğretim Kurumlarında Disiplin Cezası Alan Öğrencilerin Sosyo-Ekonomik Yönden İncelenmesi”, (Yüksek Lisans Tezi), Kayseri, Erciyes Üniversitesi Sosyal Bilimler Enstitüsü.
• Güney, S. (2007). Yönetim Ve Organizasyon, Nobel Yayınları, Ankara.
• Güney, S. (2012). Liderlik, Nobel Yayıncılık, Ankara.
• Hesapçıoğlu M.,(1998), Öğretim İlke Ve Yöntemleri, İstanbul: Beta Yayıncılık.
• Ilgar, L.,(2005). “Eğitim Yönetimi, Okul Yönetimi, Sınıf Yönetimi”, Beta Yayıncılık, İstanbul.
• İbicioğlu H., Çiftçi M. & Kanten P. (2010). Akademisyenlerin Akıl Hocalığı Eğilimleri İle Liderlik Tarzları Arasındaki İlişkilerin Belirlenmesine Yönelik Bir Araştırma. Süleyman Demirel Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(6), 53-71.
• Kök, M.,(2007). Ortaöğretim Kurumlarındaki Öğretmen, Rehber Öğretmen, Yöneticilerin Ortaöğretim Kurumları Ödül Ve Ceza Yönetmeliğindeki Ceza Gerektiren Davranışlar İle Cezalara İlişkin Görüşleri Doktora Tezi, Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
• Küçükahmet, L., (2004).Öğretimde Planlama Ve Değerlendirme, Ankara: Nobel Yayın Dağıtım.
• Myers,K.J.,(1990). The Relationship Between Administrator Ideology Of Pupil Control And Discipline Effectiveness Doctor Of Philosopy, Arizona State University, Arizona.
• Nelson M.F.,(2002). “A Qualitative Study Of Effective School Discipline Practices: Perceptions Of Administrators, Tenured Teachers And Parents İn Twenty Schools”, (Doctor Of Education), East Tennessee State University, East Tennessee.
• Ökdem, M.,(2002). İlköğretim Okullarında Öğretmenlerin Kural Dışı Davranışları, Doktora Tezi, Ankara: Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü.
• Öztürk, B. (2003). Sınıfta İstenmeyen Davranışların Önlenmesi Ve Giderilmesi. İçinde Emin Karip (Editör), Sınıf Yönetimi, Ankara: Pegem Akademi Yayıncılık.
• Sarıtaş, M., (2000). Sınıf Yönetimi Ve Disiplinle İlgili Kurallar Geliştirme Ve Uygulama, Sınıf Yönetiminde Yeni Yaklaşımlar, Ankara: Nobel Yayın Dağıtım.
• Sarıtaş, M., (2005). Sınıf Yönetimi Ve Disiplin İle İlgili Kurallar Geliştirme.
• Küçükahmet(Editör). Sınıf Yönetiminde Yeni Yaklaşımlar, 4.Baskı. Ankara. Nobel
• Yayınları.
• Sayın, N.,(2001). “Sınıf Öğretmenlerinin Karşılaştıkları İstenmeyen Öğrenci Davranışları Ve Bu Davranışların Nedenlerine İlişkin Görüşleri İle İstenmeyen Davranışları Önleme Yöntemleri”,(Yüksek Lisans Tezi), Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü, Eskişehir.
• Sönmez M.,(2006). Disiplin Ve Ceza. Ankara: Emel Matbacılık Sanayi
• Tezcan, M. (2003). Gençlik Sosyolojisi, Ankara: Natüral Kitap.
• Uzun, S.A.,(2001). Özgürleştiren Disiplin, İstanbul: Bilge Yayıncılık.
• Yeşilyurt, E. (2007). Akademik Ve Yönetimsel Liderlik, Doğu Anadolu Bölgesi Araştırmaları Dergisi, 5 (3), 76-80.
• Yüksel, A. Ve Ergün, M.,(2005). Sınıfta İstenmeyen Öğrenci Davranışları Ve Çözüm Yolları. Yaşadıkça Eğitim.