Factors That Limit Effective Administrative Behaviors of School Principals: A Mixed Method Study

Ramazan Cansoy, Hayriye Kutlu, Seçil Araşkal, Emine Bozkurt, Nurmelek Danışmaz

Özet


In this study, effective administrative behaviors that school principals exhibit according to teacher perceptions, their ineffective behavioral patterns, and their ineffective behavioral reasons were investigated. The study was conducted based on the mixed method. The explanatory design in which first quantitative data and then qualitative data are collected to explain quantitative data was conducted. A total of 200 teachers who could be reached from teachers employed in elementary, secondary and high schools located in Karabük province constituted the sample of the study. The participants in the qualitative section of the study were 19 teachers from different school types.  Quantitative data were collected by the Administrative Effectiveness Scale.  A semi-structured interview was used to obtain qualitative data. In this study, quantitative research findings showed that effective administrative behaviors of school principals were at the moderate level. According to these findings, it was observed that school principals' behaviors in the areas such as supporting teacher professional development, sparing time to improve education and training, and well running of the reward system were not at sufficient levels. The findings in the qualitative section of the study supported these findings. In this context, qualitative findings conducted with teachers revealed that school principals' administrative efforts to improve education and training in the school were not at the desired level. On the other hand, the fact that school administrators had shortcomings with respect to exhibiting behaviors for supporting teachers' professional development, rewarding teacher achievements, well structuring of the incentive system and developing the relationship between school and environment was intensely stated by the participants. The fact that school principals were mainly focused on daily routines in the school rather than education and training activities, spared too much time to improve the physical conditions of the school and intensely spent time for official works and operations was found to be the reasons for them.


Anahtar Kelimeler


Effective principal, School leadership, School effectiveness.

Tam Metin:

PDF (English)

Referanslar


Arslantaş, H. İ. & Özkan, M. (2014). Öğretmen ve yönetici gözüyle etkili okulda yönetici özelliklerinin belirlenmesi. The Journal of Academic Social Science Studies, 26, 181-193.

Ayık, A. & Ada, Ş. (2009). İlköğretim okullarında oluşturulan okul kültürü ile okulların etkililiği arasındaki ilişki. Gaziantep Üniversitesi Sosyal Bilimler Dergisi, 8(2), 429-446.

Balcı, A. (2011). Etkili okul ve okul geliştirme (5. baskı). Ankara: PegemAkademi.

Baş. G. & Yıldırım A. (2010). İlköğretim okulu müdürlerinin öğretim liderliği davranışlarının farklı değişkenler açısından değerlendirilmesi. e-Journal of New World Sciences Academy, 5(4) , 240-246.

Blase, J. & Blase, J. (1999). Teachers' perspectives on how principals promote teaching and learning in schools. Journal of Educational Administration, 38(2), 130-141.

Bilge, B. (2013). Öğrenci başarısını arttırmada okul müdüründen beklenen liderlik özellikleri. Anadolu Eğitim Liderliği ve Öğretim Dergisi, 1 (2), 12-23.

Brookover, W. B. & Lezotte, L.W. (1979). Changes in school characteristics coincident with changes in student achievement. Michigan: MSU Press

Chandler, H. N. (1984). Effective schools. Journal of Learning Disabilities, 17(5), 312-313.

Cerit, Y. & Yıldırım, B. (2017). İlkokul müdürlerinin etkili liderlik davranışları ile okul etkililiği arasındaki ilişki. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 6(3), 902-914.

Christensen, L. B.; Johnson, R. B. & Turner, L. A. (2015). Nitel ve karma yöntem araştırmaları (M. Sever, Çev.), (A. Aypay, Çev. Ed.) Araştırma yöntemleri desen ve analiz (400-433). Ankara: Anı Yayınları.

Creswell, J. W. (2012). Research design: qualitative, quantitative and mixed methods approaches (4th ed.). Thousand Oaks, CA: Sage.

Creswell, J. & Plano-Clark, V. (2007). Designing and conducting mixed method research. California: Sage Publications.

Çobanoğlu, F. & Badavan, Y. (2017). Başarılı okulların anahtarı: etkili okul değişkenleri. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 26, 115-134. DOİ: 10.5505/pausbed.2017.24650

Demirtaş, H. & Güneş, H. (2002). Eğitim yönetimi ve denetimi sözlüğü. Ankara: Anı Yayıncılık.

Edmonds, R. (1979). Effective schools for the urban poor. Educational Leadership, 37(1), 15-24.

Gökçe, F. & Kahraman, P. B. (2010). Etkili okulun bileşenleri: Bursa ili örneği. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 23(1), 173-206.

Hallinger, P. & Murphy, J. F. (1986). The social context of effective schools. American Journal of Education, 94(3), 328-355.

Hallinger, P. & Joseph, M. (1985). Assessing the instructional management behavior of principals. The Elementary School Journal, 86(2), 217–247.

Hesapçıoğlu, M. (2006). Eğitim kurumlarında kalite olgusu ve kalite güvence sistemleri. Marmara Üniversitesi Atatürk Eğitim Fakültesi Dergisi, 23, 143-160.

Hofman, R. H.; Hofman, W. H. A. & Gray, J. M. (2015). Three conjectures about school effectiveness: An exploratory study. Cogent Education, 2(1), 1-13. doi:10.1080/2331186X.2015.1006977

Horng, E.; Klasik, D. & Loeb, S. (2010). Principal's time use and school effectiveness. American Journal of Education, 116(4), 491-523. doi:10.1086/653625

Hoy, W. K. (1992). Faculty trust in colleagues: Linking the principal with school effectiveness. Journal of Research and Development in Education, 26(1), 38-45.

Kuşaksız, N. (2010). Öğretmen görüşlerine göre ilköğretim okullarının etkili okul özelliklerine sahip olma düzeyleri (Üsküdar ilçesi örneği) (Yayımlanmamış Doktora tezi). Selçuk Üniversitesi, Konya.

Küçükali, R. (2001). İlköğretim okulu müdürlerinin yöneticilik becerilerine ilişkin müdür ve öğretmen algı ve beklentileri (Yayımlanmamış Yüksek Lisans Tezi). Atatürk Üniversitesi Sosyal Bilimler Enstitüsü, Erzurum.

Lezotte, L. W. (1992). Effective schools: Past, present and future. http://www.effectiveschools.com/images/stories/brockpaper.pdf adresinden 13.1.2017 tarihinde indirildi.

Miles, M. B. & Huberman, A. M. (2015). Veri toplamaya odaklanmak ve veri toplamayı sınırlamak: anlamlı bir başlangıç (D. Örücü, Çev.), (S. Akbaba Altun, A. Ersoy, Çev. Ed.) Nitel veri analizi (16-39). Ankara: Pegem Akademi.

Morrison, K. (2002). School leadership and complexity theory. London: Routledge Falmer.

Mortimore, P. (1993). School effectiveness and the management of effective learning and teaching. School Effectiveness and School Improvement, 4(4), 290-310.

Recepoğlu, E. & Kılınç, A. Ç. (2014). Türkiye'de okul yöneticilerinin seçilmesi ve yetiştirilmesi, mevcut sorunlar ve çözüm önerileri. Electronic Turkish Studies, 9(2), 1817-1845.

Özdemir, S. & Sezgin, F. (2002). Etkili okullar ve öğretim liderliği. Kırgızistan Manas Sosyal Bilimler Dergisi, 2(3), 266-282.

Parlar, H. (2014). Tüm yönleriyle okul geliştirme kuram, yaklaşım ve uygulama. Ankara: Nobel Yayıncılık.

Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed). Thousand Oaks, CA: Sage Publications.

Rutherford, W. L. (1984). Styles and behaviours of elementary school principals and their relationship to school improvement. Education and Urban Society, 17(1), 29-48.

Sammons, P.; Hillman, J. & Mortimore, P. (1995). Key characteristics of effective schools: A review of school effectiveness research. A report by the Institute of Education for the Office for Standards in Education. http://files.eric.ed.gov/fulltext/ED389826.pdf adresinden 13.01.2017 tarihinde indirildi.

Scheerens, J. & Creemers, B. P. (1989). Conceptualizing school effectiveness. International Journal of Educational Research, 13(7), 691-706.

Sergiovanni, T. J. (1995). The principalship a reflective practice perspective. Boston: Allyn and Bacon.

Serin, M. K. & Buluç, B. (2012). İlköğretim okul müdürlerinin öğretim liderliği davranışları ile öğretmenlerin örgütsel bağlılıkları arasındaki ilişki. Kuram ve Uygulamada Eğitim Yönetimi, 3(3), 435-459.

Stoll, L. (1992). Teacher growth in the effective school, Teacher Development and Educational Change (in Fullan & Hargreaves (eds.). London: Famer Press, 104-123.

Şişman, M. (2004). Öğretim liderliği. Ankara: Pegem Akademi.

Şişman, M. (2011). Eğitimde mükemmellik arayışı etkili okullar. Ankara: Pegem Akademi.

Yıldırım, A. & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.




DOI: http://dx.doi.org/10.7596/taksad.v7i1.1397

Refback'ler

  • Şu halde refbacks yoktur.




Telif Hakkı (c) 2018 Journal of History Culture and Art Research

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.