Okullarda Liderlik Kimliği: Okul Yöneticileriyle Nitel Bir Araştırma

Yıl 2025, Cilt: 9 Sayı: 2, 185 - 209, 30.10.2025

Aylin Kirişçi Sarıkaya , F. Şehkar Fayda Kınık

https://doi.org/10.32960/uead.1749120

Öz

Bu çalışma, okul yöneticilerinin mesleki kimliklerini nasıl yapılandırdıklarını ve yorumladıklarını; değerler, inançlar, bilgi, anlayışlar, deneyimler ve bilgelik üzerinden incelemeyi amaçlamıştır. Temel nitel desende yürütülen çalışmada, okul yöneticilerinin yaşantılarına odaklanılmış ve liderlik uygulamalarının nasıl şekillendiği ortaya konmuştur. Farklı eğitim kademelerinde görev yapan, müdür ve müdür yardımcılarından oluşan toplam 13 okul yöneticisi, maksimum çeşitliliği yansıtacak şekilde amaçlı örnekleme yoluyla seçilmiştir. Veriler, yarı yapılandırılmış görüşmeler ile toplanmıştır. Analiz süreci, kuramsal çerçeve ışığında bulguların ortaya çıkmasına imkân tanıyan abdüktif kodlama yaklaşımıyla yürütülmüştür. Bulgular, mesleki kimliği tanımlayan beş ana tema ortaya koymuştur: değerler ve tutumlar, inançlar, bilgi ve beceriler, anlayışlar, deneyim ve bilgelik. Her bir temanın altında kodlanmış veriler doğrultusunda alt temalar yapılandırılmıştır. Genel olarak okul yöneticileri, liderlik kimliklerinin merkezinde adalet, demokratik tutumlar, deneyimsel öğrenme, durumsal farkındalık ile kişisel ve mesleki deneyimlerin rolü olduğunu vurgulamışlardır. Bu araştırma, okul liderlerinin mesleki rollerini nasıl anlamlandırdıklarına dair derinlemesine bulgular sunarak eğitim liderliği literatürüne katkı sağlamaktadır. Elde edilen veriler, mesleki kimliğin durağan bir yapı olmadığını; yansıtıcı uygulamalar, bağlam farkındalığı ve içsel-dışsal etkenler arasındaki sürekli etkileşimlerle şekillendiğini ortaya koymuştur.

Anahtar Kelimeler

Liderlik kimliği , mesleki kimlik , eğitim yönetimi , okul yöneticileri

Etik Beyan

Bu araştırma, Sosyal Bilimler Bilimsel Araştırma ve Yayın Etiği Kurulu’nun 04/06/2025 tarih ve 2025/135 sayılı kararı ile verilen onay ile yürütülmüştür.

Leadership Identity in Schools: A Qualitative Inquiry with School Administrators

Öz

This study aimed to explore how school administrators construct and interpret their professional identity through values, beliefs, knowledge, understandings, experiences, and wisdom. As a basic qualitative research design, the study exhibited the lived experiences of school administrators and how their leadership practices were shaped. A total of 13 school administrators, including principals and vice principals, working in schools at different educational levels, were selected through purposeful sampling to reflect maximum variation. The data were collected using semi-structured interviews. An abductive coding approach guided the analysis, which allowed the integration of emergent insights within the theoretical framework. The findings revealed five main themes that define professional identity: values and attitudes, beliefs, knowledge and skills, understandings, and experience and wisdom. Based on coded segments, subthemes were categorized under each theme. School administrators generally emphasized justice, democratic attitudes, experiential learning, situational awareness, and the role of personal and professional experiences as critical in their leadership identities. This research contributes to the literature on educational leadership by offering a deeper understanding of how school leaders make sense of their professional roles. The findings proved that professional identity is not static and is influenced by reflective practices, contextual awareness, and ongoing interactions between internal and external elements.

Anahtar Kelimeler

Leadership identity , professional identity , educational administration , school leaders

Etik Beyan

This research was conducted with the approval granted by the Social Sciences Scientific Research and Publication Ethics Committee, under decision number 2025/135 dated 04/06/2025.

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