Publication: Okul Müdür Yardımcılarının Görevlerinden Ayrılma Nedenleri
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Araştırmanın amacı, müdür yardımcılığı görevinden kendi isteğiyle ayrılan okul yöneticileriningörevden ayrılma nedenlerinin incelenmesidir. Nitel araştırma yöntemlerinden olgubilimdeseniyle yürütülen çalışmanın verileri, yarı yapılandırılmış görüşme formu kullanılarak eldeedilmiştir. Ölçüt örnekleme yoluyla İstanbul’un altı ilçesinde önceden müdür yardımcılığıyapmış ve istifa ederek öğretmenliğe dönmüş 21 öğretmen ile görüşülmüştür. Görüşmelerdenelde edilen veriler kodlanmış ve temalar altında içerik analizi gerçekleştirilmiştir. Araştırmadamüdür yardımcılığından istifa edenlerin çoğunluğunu erkek yöneticiler oluşturmakta olup,çoğunluğu kariyerlerinin başlangıç basamağında (1-3 yıl) istifa etmişlerdir. Müdüryardımcılığını bırakanların büyük bir bölümü idari evrak işlerinin fazla olduğunu, görev alanıdışı işlerle uğraştıklarını; önlerinde kariyer engeli olarak mülakat ve siyasi-ideolojik engellerinolduğunu, müdür yardımcılığını kariyer olarak görmediklerini belirtmişlerdir. Aynı zamandaistifa etmelerinde dış etken olarak aile kaynaklı nedenlerin, iç etken olarak iş yükünün etkiliolduğunu; öğretmenlerle ilişkileri bakımından öğretmenlere ve diğer personele iş yaptırmaktazorluk yaşadıklarını, öğretmen ile müdür arasında kaldıklarını; müdür yardımcılığının maddigetirisinin olmadığını, izin haklarının az olduğunu ve kullanamadıklarını, uzun çalışmasürelerine sahip olduklarını belirtmişlerdir. Yine müdür yardımcılığı görevinde zihinselduygusal tükenme yaşadıklarını ve çoğunluğu müdür yardımcılığına geri dönmeyidüşünmediğini belirtmiştir. Bu anlamda müdür yardımcılığından istifa etme gerekçe veboyutları bakımından okul içi etkenlerin ve kariyer haklarının daha baskın olması araştırmaaçısından dikkate değerdir.
The purpose of the study is to examine the reasons why assistant principals leave their positions_x000D_ voluntarily. The phenomenology pattern, which is one of the qualitative research methods, was_x000D_ used in data analysis and the data were collected using a semi-structured interview form._x000D_ Through the criterion sampling method, 21 teachers who had resigned from the assistant_x000D_ principal positions and turned back to teaching positions in different districts of Istanbul were_x000D_ interviewed. The data obtained from the interviews were coded and subjected to content_x000D_ analysis under themes. In the study, it was observed that most of the people who resigned from_x000D_ assistant principal positions were male and they resigned in the beginning phase of their careers_x000D_ (1-3 years). Most of those who resigned were elementary school teachers and most of them_x000D_ resigned from the school with 1000-1999 students and 31-70 teachers. At the same time, most_x000D_ of them resigned in the first three years of their managerial positions and 11 years or more of_x000D_ their teaching positions. The majority of those who resigned from assistant principal positions_x000D_ stated that administrative paperwork was too much, they had been engaged in non-duty jobs,_x000D_ they had been forced to encounter recruitment interviews and political-ideological barriers and_x000D_ they did not consider the assistant principal position as a career. As an external factor, family_x000D_ factors were observed to be effective in resigning. When the internal factors were examined,_x000D_ the following reasons were observed: workload, having difficulty in having teachers and other_x000D_ staff make things, being caught in the middle of the principal and the teachers, the littleness of_x000D_ the income of the assistant principal position, minimum annual leave, being obliged to use less_x000D_ time than the annual leave period and long working hours. At the same time, they stated that_x000D_ they were experiencing mental-emotional exhaustion in the assistant principal position and that_x000D_ the majority of them (12 / 21) did not consider returning to that position. In this respect, it is_x000D_ noteworthy for the research that the factors within the school and career rights are more_x000D_ dominant in terms of reasons for and dimensions of resignation.
The purpose of the study is to examine the reasons why assistant principals leave their positions_x000D_ voluntarily. The phenomenology pattern, which is one of the qualitative research methods, was_x000D_ used in data analysis and the data were collected using a semi-structured interview form._x000D_ Through the criterion sampling method, 21 teachers who had resigned from the assistant_x000D_ principal positions and turned back to teaching positions in different districts of Istanbul were_x000D_ interviewed. The data obtained from the interviews were coded and subjected to content_x000D_ analysis under themes. In the study, it was observed that most of the people who resigned from_x000D_ assistant principal positions were male and they resigned in the beginning phase of their careers_x000D_ (1-3 years). Most of those who resigned were elementary school teachers and most of them_x000D_ resigned from the school with 1000-1999 students and 31-70 teachers. At the same time, most_x000D_ of them resigned in the first three years of their managerial positions and 11 years or more of_x000D_ their teaching positions. The majority of those who resigned from assistant principal positions_x000D_ stated that administrative paperwork was too much, they had been engaged in non-duty jobs,_x000D_ they had been forced to encounter recruitment interviews and political-ideological barriers and_x000D_ they did not consider the assistant principal position as a career. As an external factor, family_x000D_ factors were observed to be effective in resigning. When the internal factors were examined,_x000D_ the following reasons were observed: workload, having difficulty in having teachers and other_x000D_ staff make things, being caught in the middle of the principal and the teachers, the littleness of_x000D_ the income of the assistant principal position, minimum annual leave, being obliged to use less_x000D_ time than the annual leave period and long working hours. At the same time, they stated that_x000D_ they were experiencing mental-emotional exhaustion in the assistant principal position and that_x000D_ the majority of them (12 / 21) did not consider returning to that position. In this respect, it is_x000D_ noteworthy for the research that the factors within the school and career rights are more_x000D_ dominant in terms of reasons for and dimensions of resignation.