Publication: Okul yöneticilerinin teknoloji liderliği rollerinin öğretmen görüşleri doğrultusunda değerlendirilmesi
Abstract
Bu araştırmanın amacı resmi ilköğretim ve ortaöğretim kurumlarında görev yapan okul yöneticilerin teknoloji liderliği rollerini öğretmen görüşleri doğrultusunda değerlendirmektir. Bu araştırma resmi ilköğretim ve ortaöğretim kurumlarında görev yapan öğretmenler ile gerçekleştirilmiştir. Öğretmenlerin görüşlerinin; öğretmenlerin cinsiyet, yaş, branş, hizmet yılı, okuldaki hizmet yılı, mezun olduğu okul türü teknoloji ile ilgili eğitim alma durumu, aldıkları eğitimi yararlı bulma düzeyi, çalıştıkları okul türü; müdürlerin yaş, branş, hizmet yılı, okuldaki hizmet yılı, idarecilik hizmet yılı, mezun olduğu okul türü teknoloji ile ilgili eğitim alma durumu, aldıkları eğitimi yeterli bulma durumu, kendilerini teknoloji lideri olarak değerlendirme düzeyleri ve ilçelere göre farklılaşması incelenmiştir.Bu araştırma; 2016-2017 eğitim- öğretim yılında Van ilinde Tuşba, İpekyolu, Edremit ve Erciş ilçelerinde gerçekleştirilmiştir. 16 ilköğretim kurumu ve 21 ortaöğretim kurumundaki 452 öğretmene ulaşılmıştır. Araştırmada karşılaştırmalı genel tarama modeli kullanılmıştır. Örneklem seçiminde random olmayan örnekleme yapılmıştır. Araştırmada Sincar (2009) tarafından geliştirilen 5’li likert tipi “Okul yöneticisinin teknoloji liderliği ölçeği” kullanılmıştır. Elde edilen veriler frekans, yüzde, aritmetik ortalama, bağımsız gruplar t testi, tek yönlü varyans analizi, Mann Whitney U, Sheffe, Tukey ve LSD testleri kullanılarak değerlendirilmiştir.Araştırma bulgularına göre; öğretmenler okul yöneticilerinin teknoloji liderliği rollerini sergileme düzeylerini “orta” seviyede bulmuştur. Öğretmelerin yöneticilerinin teknoloji liderliği rollerine ilişkin görüşleri cinsiyete, hizmet yılına, teknoloji ile ilgili eğitim alma durumuna, teknoloji ile ilgili aldıkları eğitimi yeterli bulma düzeylerine, okuldaki hizmet yılına, yaşa, lisansüstü eğitim alma durumuna, branş ve ilçelere göre farklılaşmamıştır. Öğretmenlerin yöneticilerinin teknoloji liderliği rollerine ilişkin görüşleri okul türüne, okuldaki teknolojik imkânı yeterli bulma düzeyine göre farklılaşmıştır. Öğretmenlerin yöneticilerin teknoloji liderliği rollerine ilişkin görüşleri müdürlerin, hizmet yılı, okuldaki idarecilik hizmet yılı, eğitim teknolojileriyle ilgili eğitim alma durumu, kendilerini teknoloji lideri olarak görme düzeylerine göre farklılaşmamıştır. Öğretmenlerin yöneticilerinin teknoloji liderliği rollerine ilişkin görüşleri müdürlerin yaş, branş, hizmet yılı, idarecilik hizmet yılı, eğitim teknolojileri ile ilgili aldıkları eğitimi yeterli bulma düzeyi, lisansüstü eğitim alma durumuna göre ise farklılaşmaktadır.
The aim of this study is to evaluate the ‘technology leadership’ roles of the administrators at primary and secondary level state schools in accordance with the teachers’ opinions. The teachers at primary and secondary level state schools were included in the study. The study examined the teachers’ opinions, their sexes, ages, branches, years of teaching experience, years of teaching experience at the school, the type of college they graduated, whether they received any training of technology, whether they thought the training contributed to them, the type of school they worked at, the administrators’ sexes, their branches, years of experience, years of experience at the school, years of administration experience, the college they graduated from, whether they received any training of technology, whether they thought the training contributed to them, the level at which they evaluate themselves as technology leaders and differences in terms of the sub-provinces. The study was carried out in the sub-provinces including Tuşba, İpekyolu, Edremit and Erciş in Van in the education year of 2016-2017. 452 teachers in 16 primary and 21 secondary level schools were included in the study. In the study, the comparative general survey model was used. A non-random sample was selected. Furthermore, the 5 point Likert scale type ‘’the scale of school administrator’s technology leadership’’ was used. The data obtained was evaluated using frequency, percentage, arithmetic mean, independent group t-test, one-way analysis of variance, Mann Whitney U, Sheffe, Tukey and LSD tests.According to the research findings, the teachers think that the school administrators display their roles of technology leadership at an intermediate level. Moreover, the teachers’ opinions on the administrators’ roles of technology leadership do not depend on sex, years of experience, whether they received any training of technology, whether they think the level of training was acceptable, years of experience at the school, age, whether they received a graduate or postgraduate education, branch and the sub-provinces. However, the teachers’ opinions on the administrators’ roles of technology leadership differ considering the type of school and the level they find the technological opportunities at the school sufficient. Nevertheless, the teachers’ opinions on the administrators’ roles of technology leadership do not depend on the administrators’ years of experience, years of administration experience, whether they received any technological training, the level at which they evaluate themselves as technology leaders. Finally, the teachers’ opinions on the administrators’ roles of technology leadership differ according to the administrators’ age, branch, years of experience, and years of administration experience, the level they find the technological training they received sufficient, whether they had a graduate or postgraduate education.
The aim of this study is to evaluate the ‘technology leadership’ roles of the administrators at primary and secondary level state schools in accordance with the teachers’ opinions. The teachers at primary and secondary level state schools were included in the study. The study examined the teachers’ opinions, their sexes, ages, branches, years of teaching experience, years of teaching experience at the school, the type of college they graduated, whether they received any training of technology, whether they thought the training contributed to them, the type of school they worked at, the administrators’ sexes, their branches, years of experience, years of experience at the school, years of administration experience, the college they graduated from, whether they received any training of technology, whether they thought the training contributed to them, the level at which they evaluate themselves as technology leaders and differences in terms of the sub-provinces. The study was carried out in the sub-provinces including Tuşba, İpekyolu, Edremit and Erciş in Van in the education year of 2016-2017. 452 teachers in 16 primary and 21 secondary level schools were included in the study. In the study, the comparative general survey model was used. A non-random sample was selected. Furthermore, the 5 point Likert scale type ‘’the scale of school administrator’s technology leadership’’ was used. The data obtained was evaluated using frequency, percentage, arithmetic mean, independent group t-test, one-way analysis of variance, Mann Whitney U, Sheffe, Tukey and LSD tests.According to the research findings, the teachers think that the school administrators display their roles of technology leadership at an intermediate level. Moreover, the teachers’ opinions on the administrators’ roles of technology leadership do not depend on sex, years of experience, whether they received any training of technology, whether they think the level of training was acceptable, years of experience at the school, age, whether they received a graduate or postgraduate education, branch and the sub-provinces. However, the teachers’ opinions on the administrators’ roles of technology leadership differ considering the type of school and the level they find the technological opportunities at the school sufficient. Nevertheless, the teachers’ opinions on the administrators’ roles of technology leadership do not depend on the administrators’ years of experience, years of administration experience, whether they received any technological training, the level at which they evaluate themselves as technology leaders. Finally, the teachers’ opinions on the administrators’ roles of technology leadership differ according to the administrators’ age, branch, years of experience, and years of administration experience, the level they find the technological training they received sufficient, whether they had a graduate or postgraduate education.