Publication: Okul yöneticilerinin hesap verebilirlik davranışları : öğretmen görüşlerine dayalı karma bir araştırma
Abstract
Bu araştırmanın esas amacı okul yöneticilerinin sergilediği hesap verebilirlik davranışlarının öğretmenler tarafından nasıl algıladığını ve bu etkileşim sonucunda açığa çıkan tablonun Türkiye’deki mevcut hesap verebilirlik yapısına has yanlarını ortaya koymaktır.Bu amaca ulaşabilmek için çalışmada karma araştırma yöntemi kullanılmıştır. Karma yöntemler nicel ve nitel yaklaşımların yöntem ve tekniğinin bir arada kullanıldığı araştırma yöntemleridir. Karma araştırma yöntemlerinden açıklayıcı desen bu çalışmada izlenmek üzere uygun bulunmuştur.Araştırmanın nicel boyutunda 46 sorudan oluşan, Türkçe’ye uyarlaması Celep ve Öztürk (2009) tarafından yapılan likert tipli ölçme aracı kullanılmıştır. Bu çalışmanın nicel boyutunda veri analizleri için çeşitli fark analizleri yöntemleri kullanılmıştır. Araştırmanın nicel boyutuna İstanbul ilinde görevli 433 kamu ve özel okul öğretmeni katılmıştır.Araştırmanın nitel boyutunda ise fenomonolojik desen kullanılmış ve veriler yarı yapılandırılmış görüşme formu yoluyla elde edilmiştir. Araştırmanın nitel çalışma grubu İstanbul ilinde görevli, kamu ve özel okulda çalışan 10 öğretmenden oluşmaktadır.Yapılan çalışmada, okul yöneticilerinden çıkan ve öğretmenlere doğru yönelen hesap verebilirlik davranışlarını öğretmenlerin nasıl algıladığı, hangi davranışları hesap verebilirlik davranışları kapsamında yorumladığı ve hesap verebilirlik davranışlarının yeterliliği ya da yokluğu durumlarından öğretmenlerin nasıl etkilendiği sorularına yanıt aranmaya çalışılmıştır. Bu bağlamda araştırma bulguları, öğretmenlerin okul yönetici davranışlarını orta düzeyde algıladığını, okullar için beklenen hesap verebilirlik davranışlarında flu ve infolmal özelliklerin baskın olduğunu ortaya koymaktadır. Ayrıca bu araştırma, öğretmenlerin okul yöneticilerini okul içindeki sorumlulukları çerçevesinde hesap verebilir tutarken milli eğitim üst yönetiminin ise okul yöneticilerini üstlerine karşı sorumlu kıldığı, bu ikilem nedeniyle okul yöneticilerinin arada kaldığını ortaya koymaktadır. Ayrıca araştırma bulgularına göre, Türk Milli Eğitim Sistemi’nde bürokratik hesap verebilirliğin baskın olduğu ve bundan dolayı eğitimdeki hesap verebilirliğin esas amacı olan öğrenci gelişimin ve iyileştirmelerinin geri planda kaldığı sonucuna ulaşılmıştır. Bu araştırmanın bir başka bulgusu da, eğitim sisteminin tüm açmaz ve olumsuzluklarına rağmen okul yöneticilerinin öğretmenleri karar alma sürecinin dışında bırakmadığı, demokratik bir okul iklimini hesap verebilirlik bağlamında yarattığı sürece öğretmenlerin işe, örgütsel ve duygusal olarak adandıklarını ve öğretmenlerin Örgütsel Vatandaşlık Davranışlarını geliştirmesine yardımcı olduğunu ortaya koymaktadır.
Primary aim of this study is to set forth how teachers perceive the accountability behaviors exhibited by school managers and the aspects of the picture manifesting as a result of this interaction as they are unique to the accountability structure existing in Turkey. Mixed research method is used in this study in order to reach this aim. Mixed methods are research methods in which the method and the technique of quantitative and qualitative approaches are used together. Furthermore a descriptive pattern is followed in this study as it is one of those mixed research methods. In the quantitative dimension of the research, the likert scale instrument which is composed of 46 questions is used as its adaptation to Turkish was done by Celep and Öztürk (2009). In the qualitative dimension of this study, various gap analysis methods are used for data analysis. 433 state and private school teachers who are commissioned in the city of Istanbul participated in the quantitative dimension of the research. In the qualitative dimension of the research phenomenological pattern is used and the data are obtained through semi-structured interview form. Qualitative research group of the research are composed of 10 teachers who are commissioned in the city of Istanbul and employed in state and private schools. In the conducted study, the endeavor was to look for the answers to the questions of how teachers perceive the accountability behaviors that come from school managers and that are directed to teachers, which behaviors are interpreted as accountability behaviors by teachers and how teachers are affected by the situations of adequacy or absence of the accountability behaviors. Within this context, the research findings set forth that teachers find the behaviors of school managers at medium level and the blurred and informal aspects of the accountability behaviors are dominant as the behaviors are expected for schools. Also this research, according to that teachers hold school managers accountable within the frame of school managers’ responsibilities at school whereas senior management of national education sets forth that school managers are caught in the middle because of the dilemma that school managers are held responsible towards their superiors by the senior management. In addition, according to the findings of the research, it was concluded that bureaucratic accountability is dominant in the Turkish National Education System and therefore student development and improvements, which are the main purpose of accountability in education, remain in the background.However another finding of this research sets forth that school managers do not leave teachers outside of the decision making process against all the predicaments and negativities of the education system, that teachers are dedicated to the job organizationally and emotionally as long as school managers create a democratic school climate in terms of accountability and that the same helps teachers develop Organizational Citizenship Behaviors.
Primary aim of this study is to set forth how teachers perceive the accountability behaviors exhibited by school managers and the aspects of the picture manifesting as a result of this interaction as they are unique to the accountability structure existing in Turkey. Mixed research method is used in this study in order to reach this aim. Mixed methods are research methods in which the method and the technique of quantitative and qualitative approaches are used together. Furthermore a descriptive pattern is followed in this study as it is one of those mixed research methods. In the quantitative dimension of the research, the likert scale instrument which is composed of 46 questions is used as its adaptation to Turkish was done by Celep and Öztürk (2009). In the qualitative dimension of this study, various gap analysis methods are used for data analysis. 433 state and private school teachers who are commissioned in the city of Istanbul participated in the quantitative dimension of the research. In the qualitative dimension of the research phenomenological pattern is used and the data are obtained through semi-structured interview form. Qualitative research group of the research are composed of 10 teachers who are commissioned in the city of Istanbul and employed in state and private schools. In the conducted study, the endeavor was to look for the answers to the questions of how teachers perceive the accountability behaviors that come from school managers and that are directed to teachers, which behaviors are interpreted as accountability behaviors by teachers and how teachers are affected by the situations of adequacy or absence of the accountability behaviors. Within this context, the research findings set forth that teachers find the behaviors of school managers at medium level and the blurred and informal aspects of the accountability behaviors are dominant as the behaviors are expected for schools. Also this research, according to that teachers hold school managers accountable within the frame of school managers’ responsibilities at school whereas senior management of national education sets forth that school managers are caught in the middle because of the dilemma that school managers are held responsible towards their superiors by the senior management. In addition, according to the findings of the research, it was concluded that bureaucratic accountability is dominant in the Turkish National Education System and therefore student development and improvements, which are the main purpose of accountability in education, remain in the background.However another finding of this research sets forth that school managers do not leave teachers outside of the decision making process against all the predicaments and negativities of the education system, that teachers are dedicated to the job organizationally and emotionally as long as school managers create a democratic school climate in terms of accountability and that the same helps teachers develop Organizational Citizenship Behaviors.