A Study of Early Career Principals’ Perceptions of Their Induction Program

Yıl 2021, , 377 - 404, 17.04.2021

Serpil Tekir

https://doi.org/10.17569/tojqi.869758

Öz

Due to the dramatic changes in the roles and responsibilities of principals in the 21st century, there has been a need for professional development training and support for novice principals. In response to this need, a school district in a northern state in the USA started offering a Principal Induction Program (PIP) to the early career principals in the district in 2018. Regarding the program, there is a need to gain an understanding of the perceptions of the applications and the impact of the program. For that purpose, this study investigated the perceptions of new principles participating in the PIP. The study adopted a single case research design using qualitative data collected through semi-structured interviews with eight early-career principals and two mentors participating in the principal induction program. The qualitative data were subjected to content analysis. The results indicate that new principals have gained more knowledge about key components of effective practice and felt better equipped to carry out their role as school leaders, to establish positive learning environments in their buildings for all students, and to navigate the range of challenges associated with being a new principal. Based on the findings, recommendations were offered for future professional development programs designed for new principals.

Anahtar Kelimeler

Early career principal, mentoring, novice principal, principal development, principal induction

Yeni Müdürlere Verilen İşe Başlama Eğitiminin Etkileri

Öz

21. yüzyılda müdürlerin rol ve sorumluluklarında gerçekleşen önemli değişiklikler nedeniyle, mesleğe yeni başlayan müdürler, mesleki gelişimleri için eğitimine ve desteğe ihtiyaç duymaktadır. Bu ihtiyacı gidermek için, ABD'nin kuzey eyaletinden birindeki bir okul bölgesi, 2018 yılında bölgelerinde mesleğe yeni başlayan müdürlere İşe Başlama Eğitimi (İBE) vermeye başlamıştır. Fakat bu eğitimin etkinliğiyle ilgili yeterli veri bulunmamaktadır. Bu amaçla bu çalışma, ABD'nin bu eyaletinde mesleğe yeni başlayan müdürlerin katıldıkları İşe Başlama Eğitimi hakkındaki algılarını araştırmıştır. Çalışma, nitel verilerin kullanıldığı tek vaka araştırma tasarımını benimsemiştir. Veriler mesleğe yeni başlayan sekiz müdürden ve onlara mentorluk yapan iki koçtan, yarı yapılandırılmış görüşmeler yöntemiyle toplanmıştır. Sonuçlar, programa devam eden yeni müdürlerin etkili uygula için gerekli temel unsurlar hakkında daha fazla bilgili olduklarını göstermektedir. Ayrıca veriler, okul lideri rollerini yerine getirmekte, okullarında tüm öğrenciler için olumlu bir öğrenme ortamı oluşturmakta ve karşılaştıkları zorluklarla başa çıkma konusunda kendilerini daha donanımlı hissettiklerini göstermektedir. Bulgulara dayanarak, mesleğe yeni başlayan müdürlerin mesleki gelişimleri için tasarlanacak programlara yönelik öneriler sunulmuştur.

Anahtar Kelimeler

işe başlama eğitimi, mesleğe yeni başlayan müdürler, mentörlük, yeni müdürlerin mesleki gelişimi, yeni müdürler için işe başlama eğitimi

Kaynakça

• Aiken, J. (2002). The socialization of new principals. Another perspective on principal retention. Educational Leadership Review, 3, 32-55.
• Andrews, R. L., Basom, M. R., & Basom, M. (1991). Instructional leadership: Supervision that makes a difference. Theory into Practice, 30, 97-101.
• Archer, J. (2004). Putting out fires. Education Week, 24(3), S8-S10
• Aycock, M. (2006). The induction and mentoring of beginning Kansas public school principals. (Unpublished doctoral dissertation). Kansas State University, Manhattan, KS.
• Creswell, J. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA: SAGE Publications.
• Creswell, J. (2013). Qualitative inquiry and research design: Choosing among five approaches, 3rd ed. Thousand Oaks, CA: SAGE Publications.
• Daresh, J. C. (2001). Leaders helping leaders: A practical guide to administrative mentoring. Thousand Oaks, CA: Corwin Press.
• Duke, D. L. (1988). Why principals consider quitting. Phi Delta Kappan, 70, 308-312.
• Edmonds, R. (1979). Effective schools for the urban poor. Educational Leadership, 37. 15-24.
• Edmonds, R. (1981). The last obstacle to equity in education: Social class. Theory into Practice, 20. 269-272.
• Elmore, R. F. (2000). Building a new structure for school leadership (pp. 1-46). Washington, DC: Albert Shanker Institute. Retrieved from http://www.shankerinstitute.org/sites/shanker/files/building.pdf
• Friedman, I. A. (2002). Burnout in school principals: Role related antecedents. Social Psychology of Education, 5(3), 229-251.
• Gentilucci. J. L., & Muto, C. C. (2007). Prinicipals’ influence on academic achievement: The student perspective. NASSP Bulletin, 91, 219-236. doi: 10.1177/0192636507303738
• Hallinger, P. & Heck, R. (1996). Reassessing the principal’s role in school effectiveness: A review of empirical research. Educational Administration, 32, 5-44.
• Levin, B., & Fullan, M., (2008). Learning about system renewal. Educational Management Administration & Leadership, 36(2), 289-303. doi:10.1177/1741143207087778
• Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage Publications.
• Hallinger, P., & Murphy, J. (1985). Assessing the instructional management behavior of principals. Elementary School Journal, 86, 217-247. Institute for Educational Leadership. (2005). Preparing and supporting school leaders: The importance of assessment and evaluation. Washington, D.C.: Author.
• Killeavy, M. (2006). Induction: A collective endeavor of learning, teaching, and leading. Theory into Practice, 45, 168-176.
• Marzano, R. J., (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development
• Marzano, R. J., Waters, T., & McNulty, B. A. (2005). School leadership that works: From research to results. Aurora, CO: Mid-continent Research for Education and Learning, Minnesota State University, Mankato. (2012). Institute for Engaged Leadership. [Brochure]. Mankato, Minnesota: Author.
• Murphy, J. (1990). Principal instructional leadership. In R. S. Lotto & P. W. Thurston (Eds). Advances in educational administration: Changing perspectives on the school. (Vol. 1 Pt. B, pp. 163-200). Greenwich, CT. JAI.
• National Association of Secondary School Principals. (2010). Breaking ranks: 10 skills for successful school leaders. Executive Summary. Retrieved from https://www.nassp.org/Content/158/BR_tenskills_ExSum.pdf
• Peterson, K. D. (1982). Making sense of principals’ work. Australian Administrator, 3, 1-4.
• Rhodes, C. (2012). Mentoring and coaching for leadership development in schools. In S. J. Fletcher & C. A. Mullen (Eds.), The SAGE handbook of mentoring and coaching in education (pp. 243- 256). Thousand Oaks, CA: Sage Publishing.
• Robinson, V.M.J. (2006). Putting education back into educational leadership. Leading & Managing, 12(1), 62-75.
• Spillane, J., & Lee, L. (2013). Novice school principals’ sense of ultimate responsibility: Problems of practice in transitioning to the principal’s office. Educational Administration Quarterly, 50, 431-465.
• Watkins, M. (2003). The first 90 days: Critical success strategies for new leaders at all levels. Boston, Massachusetts: Harvard Business School Publishing.
• Villani, S. (2006). Mentoring and induction programs that support new principals. Thousand Oaks, CA: Corwin Press.
• Wardlow, R. L. (2008). Induction and support of new principals. (Unpublished doctoral dissertation). University of California, San Diego.
• Wise, D., & Hammack, M. (2011). Leadership coaching: Coaching competencies and best practices. Journal of School Leadership, 21, 449-477.
• Whitaker, K. (1996). Exploring causes of principal burnout. Journal of Educational Administration, 34(1), 60-71
• Yin, R. K. (2009). Case study research: Design and methods (4th Ed.). Thousand Oaks, CA: Sage.