Teachers’ Conceptions of Idiosyncratic Deals They Made with Their Principals

Öz

The aim of the present study is to find out how many different ways teachers understand the idiosyncratic deals they make with school principals. The study used a phenomenographic design within the qualitative methodology and data was collected through semi-structured interviews with sixteen teachers who were balanced diversified in terms of sector (public/private), school level, subject, age, and gender. As a result of the research, it was found that the participants understood these agreements in six different ways. These understandings are (U1) "a practice that can be realized if the necessary conditions are met," (U2) "a practice that makes me feel good," (U3) "a practice that benefits the school," (U4) "a practice that benefits me," (U5) "a practice that other teachers can accept if they see reasonable grounds for it," and (U6) "a practice that the school administrators agree to when they have to." A hierarchical categorization was made between these understandings based on how one understanding encompasses another and it was found that the participants who had understanding U6 also had understanding U5. Finally, recommendations for research and practice were developed based on the research findings.

Anahtar Kelimeler

• Idiosyncratic deals
• phenomenography
• teachers
• school principals

Öğretmenlerin Okul Müdürleri ile Gerçekleştirdikleri Kişiye Özgü Anlaşmalara İlişkin Anlayışları

Öz

Bu araştırmanın amacı, öğretmenlerin okul müdürleri ile gerçekleştirdikleri kişiye özgü anlaşmaları kaç farklı şekilde anladıklarını ortaya koymaktır. Araştırmada nitel metodoloji kapsamında fenomenografi deseni kullanılmış ve veriler sektör (kamu/özel), okul düzeyi, branş, yaş ve cinsiyet fark alanlarına göre dengeli şekilde çeşitlendirilerek on altı öğretmen ile yarı yapılandırılmış yarı yapılandırılmış görüşme yöntemi kullanılarak toplanmıştır. Araştırma sonucunda katılımcıların bu anlaşmaları altı farklı şekilde anladıkları ortaya konmuştur. Bu anlayışlar, (A1) “gerekli koşulların varlığı ile gerçekleşebilen bir uygulama,” (A2) “bana kendimi iyi hissettiren bir uygulama,” (A3) “okula fayda sağlayan bir uygulama,” (A4) “bana faydaları dokunan bir uygulama,” (A5) “makul nedenler görebilirlerse diğer öğretmenlerin kabullendiği bir uygulama” ve (A6) “okul yöneticilerinin mecbur kalınca razı oldukları bir uygulama” şeklindedir. Bu anlayışlar arasında kapsam bakımından hiyerarşik bir sıralama yapılmış ve A6 anlayışına sahip katılımcıların A5 anlayışınsa da sahip oldukları ortaya çıkmıştır. Son olarak, araştırma bulgularına dayalı olarak araştırmaya ve uygulamaya yönelik öneriler geliştirilmiştir.

Anahtar Kelimeler

• Kişiye özgü anlaşmalar
• fenomenografi
• öğretmenler
• okul müdürleri

Kaynakça

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