Publication: Avrupa Birliğine uyum sürecinde milli eğitim bakanlığı teftiş sisteminin yenilenme ihtiyacı
Abstract
Bu araştırmayla, bazı Avrupa Birliği Ülkeleriyle karşılaştırıldığında, Türkiye’deki Millî Eğitim Bakanlığı teftiş sisteminde daha ne tür yenileşmelerin yapılması gerektiğinin ve ilköğretim müfettişlerinin görüşlerine göre, müfettişlerin işe alınması ve yetiştirilmelerinde, teftiş sisteminin yapısında, müfettişlerin çalışma koşullarında, sorumluluk alanlarında, eğitim politikasındaki rolünde, pozisyonunda, denetleme sürecinde ve müfettişlere verilen hizmet içi eğitimde ne derece yenileşme ihtiyacı duyulduğunun ortaya çıkartılması amaçlanmıştır. Araştırmada tarama modeli kullanılmıştır. Veri toplamada, 62 maddelik anket sorusu ile 18 maddelik görüşme soruları kullanılmıştır. Anket, İstanbul ilinde görev yapan 311 müfettişin tamamına uygulanmıştır. Görüşme 10 ilde 20 müfettişle yapılmıştır. İstatistiksel olarak, frekans ve yüzdelik dağılımlar ile kaykare ve içerik analizleri yapılmıştır. Araştırmada tüm veriler çift yönlü olarak sınanmış ve anlamlılık düzeyi en az ,05 olarak kabul edilmiştir. Elde edilen verilerin çözümlenmesinde SPSS kullanılmış ve içerik analizi yapılmıştır. Problem ve alt problemler doğrultusunda sonuçlara genel olarak bakıldığında, müfettişler, yapılması düşünülen yenileşmelere büyük bir çoğunlukla (% 71 - % 99 aralığında ) katılmışlardır. Ancak, teftiş sisteminin, daha çok rehberlik ve iş başında yetiştirme odaklı olması, müfettişlerin teftiş ve rehberlik çalışmalarını, bireysel olarak yürütmeleri, teftiş tarihinin ilgili kuruma teftişten önce bildirilmesi maddelerine katılım düzeyleri diğerlerine göre düşük olduğu görülmüştür. Ayrıca on ilde görüşme yapılan yirmi müfettişinde görüşü yukarıda belirtilen alanlarda yenileşmelerin yapılması yönündedir. Avusturya, Fransa, İngiltere, Portekiz ve Hollanda teftiş sistemleri ile Türkiye’deki teftiş sistemleri karşılaştırıldığında, müfettiş adaylarının sözlü sınavlarının, birbirinden bağımsız iki ayrı komisyon tarafından yapılması, teftiş sisteminin, merkezi ve bölgesel düzeyde örgütlenmesi, soruşturma görevinin müfettişlerden alınması, teftiş tarihinin ilgili kuruma teftişten önce bildirilmesi, müfettişlere sistemli ve düzenli olarak hizmet içi eğitim verilmesi, konularında yenileşme ihtiyacı bulunmaktadır. Anahtar Sözcükler: Avrupa Birliği, teftiş, teftiş sistemi, müfettiş, yenileşme,
By this research, it was intended to emerge out how supervision is practised in the National Educational Ministry (MEB) Supervision system comparing to some EU countries, and how much innovation is needed in primary school supervisors’ employment and training process, structure of supervising system, working conditions of supervisors, fields of responsibilities, the role of educational policy of supervisors, their positions, supervision process, and in-service training of supervisors in the adaptation process to EU. In this study descriptive method was used, the questionaire had 62 items and 18 interview questions. The questionaire was applied on 311 supervisors in İstanbul 2007–2008. Interviews were carried out with 20 supervisors in ten different provinces and 7 regions. The data were analysed as frequency, percentage, chi square and content analysis. All data was tested in two-way method and meaningfullness level was accepted as ,05. The data was analysed statistically on SPSS and content analysis was used. As far as the results are concerned in the direction of problem and subproblems, supervisors agreed that (% 71–99) supervising system is in the need of innovation. However, it was understood that in some items such as educational publication, quiding role of supervision system and on-the job training, informing their supervising process beforehand participation rate was low. Moreover, the supervisors who were iterviewed in 10 different provinces stated that they were in the need of innovation in the fields mentioned above. Comparing the supervising systems of five EU countries to ours, (Austria, France, England, Portuguese and Netherland), there are different practises like having two exams commissions independently from each other in job interviews, organizing the supervising system in regions and centrally, withdrawal of their investigation responsibilities, declaring the supervising date to the institution beforehand, in-service trainings. Key words. Eurepean Union, supervision, supervising system, supervisior, innovation
By this research, it was intended to emerge out how supervision is practised in the National Educational Ministry (MEB) Supervision system comparing to some EU countries, and how much innovation is needed in primary school supervisors’ employment and training process, structure of supervising system, working conditions of supervisors, fields of responsibilities, the role of educational policy of supervisors, their positions, supervision process, and in-service training of supervisors in the adaptation process to EU. In this study descriptive method was used, the questionaire had 62 items and 18 interview questions. The questionaire was applied on 311 supervisors in İstanbul 2007–2008. Interviews were carried out with 20 supervisors in ten different provinces and 7 regions. The data were analysed as frequency, percentage, chi square and content analysis. All data was tested in two-way method and meaningfullness level was accepted as ,05. The data was analysed statistically on SPSS and content analysis was used. As far as the results are concerned in the direction of problem and subproblems, supervisors agreed that (% 71–99) supervising system is in the need of innovation. However, it was understood that in some items such as educational publication, quiding role of supervision system and on-the job training, informing their supervising process beforehand participation rate was low. Moreover, the supervisors who were iterviewed in 10 different provinces stated that they were in the need of innovation in the fields mentioned above. Comparing the supervising systems of five EU countries to ours, (Austria, France, England, Portuguese and Netherland), there are different practises like having two exams commissions independently from each other in job interviews, organizing the supervising system in regions and centrally, withdrawal of their investigation responsibilities, declaring the supervising date to the institution beforehand, in-service trainings. Key words. Eurepean Union, supervision, supervising system, supervisior, innovation