Search

Bu araştırmanın amacı, COVICOVIDD-19 sürecinde okul müdürlerinin teknolojik liderlik davranışlarını ortaya koymaktır. Araştırma, var olan bir durumu ortaya koymayı amaçlayan betimsel bir çalışmadır. Araştırmanın çalışma grubunu, 2019-2020 eğitim-öğretim yılında Zonguldak il merkezi ile, Devrek ve Ereğli ilçelerinde ilkokul, ortaokul ve liselerde görev yapan 13 okul müdürü oluşturmaktadır. Araştırmada veri toplama aracı olarak araştırmacı tarafından geliştirilen yarı yapılandırılmış görüşme formu kullanılmıştır. Araştırma verileri, okul müdürleriyle yapılan yüz yüze görüşmelerle toplanmıştır. Verilerin analizinde, nitel araştırma yöntemlerinden içerik analizi tekniği kullanılmıştır. Araştırmanın bulguları, okul müdürlerinin COVID 19 sürecinde, eğitim teknolojileri yoluyla uzaktan eğitimi yönetirken müfredatın devamını sağlamayı, öğrencilerin okuldan kopmamalarını sağlamayı ve öğretmenlerin teknoloji konusunda mesleki gelişimlerini desteklemeyi amaçladıklarını göstermektedir. Araştırma bulguları ayrıca okul müdürlerinin, öğrencilerin teknolojik kaynaklara erişiminde eşitliği sağlamak için evinde interneti olmayan öğrencilere basılı kaynaklar sağladığını, teknolojik araç gereç temin ettiklerini, EBA kullanımı konusunda destek sağladıklarını göstermektedir.

Purpose: While the literature includes multiple studies on the relationship between school leadership and instructional quality, they often use instructional practice as a continuous variable, assuming that a teacher would perform all sub-dimensions of instructional practice at a similar rate and failing to link distributed leadership to classroom teaching. Addressing these gaps in the literature, this study aims to identify teacher- and school-level latent profiles of teachers’ instructional practices and to investigate how distributed leadership predicts teachers’ membership in different instructional practice profiles, with the mediating role of teacher collaboration. Research Methods/Approach: The study employed a cross-sectional survey design using Türkiye's TALIS data for lower secondary education. Multilevel latent profile analysis with mediation modeling was conducted on data from 3,223 teachers in 192 schools. Findings: This analysis yielded four teacher profiles: laissez-faire, typical, controlling, and versatile; and two school profiles, high controlling and high laissez-faire. Findings indicate that distributed leadership promotes professional collaboration in lessons among teachers, which could, in turn, play a critical role in determining both individual teacher- and school-level profiles. Implications: This study provides practical contributions to understanding the nature of classroom teaching, suggesting that future studies should use instructional practice profiles instead of a single construct of teaching.

This study investigated the relationship between principal job satisfaction, distributed leadership, teacher-student relationships, and student reading achievement in Turkey. Using school- and teacher-level data from the PISA 2018 and TALIS 2018, we conducted a mediated-effect with antecedent effect model, in which the construct of teacher-student relationships was proposed as the mediator of the effects of distributed leadership on student achievement, while principal job satisfaction was included as the antecedent of distributed leadership. The results confirmed the indirect effect of distributed leadership on student achievement through teacher-student relationships. We also found that principal job satisfaction exercised a positive and significant effect on the enactment of distributed leadership practices. This study adds evidence to the international literature suggesting that principal job satisfaction is an important mechanism for distributed leadership practices and that the execution of such practices improves student achievement by promoting teacher-student relationships. Implications for policy, practice, and research are discussed.

This study tested a moderated mediation model of instructional leadership's effects on differentiated instruction, with teacher enthusiasm as the mediator and power distance perceptions of teachers as the moderator. Using survey data from a sample of 772 teachers working at 55 secondary schools, the study performed multilevel structural equation modelling (MSEM) with Bayesian estimation to examine the structural relationships between principal instructional leadership, power distance, teacher enthusiasm, and differentiated instruction. Results replicated the previously established evidence that principal instructional leadership has indirect effects on differentiated instruction through promoting teacher enthusiasm. This study also extends the literature by bringing evidence that the effect of instructional leadership on teacher enthusiasm and differentiated practice is contingent upon the level of power distance in the relationships between teachers and principals. Key implications for policy and practice are discussed.

The aim of this study is to examine the “High Schools and Equivalent Schools Guidance and Supervision Guide” on the basis of legal documents and literature. The aim of secondary education is to prepare students for higher education, the profession or life in the most general sense, through various programs and types of schools in line with their interests and abilities. In line with this purpose, secondary education institutions in our education system are structured in different program types. This multi-structure complicates administrative practices and brings problems with high schools to fulfill their functions. Solving the problems that arise requires that the supervision process be carried out in line with this multidimensional structure. This research is important in terms of identifying deficiencies, inconsistencies and other improvable areas in the supervision guide and revealing the need for updating the guide. The qualitative research design using document analysis method was chosen as the research model. The "High School and Equivalent Schools Guidance and Supervision Guide" prepared by the Supervision Board of the Ministry of National Education in 2016 was used as the working document. The data subjected to the content analysis were examined under the "consistency" and "inconsistency" categories within the framework of the themes "Relationship of Supervision Guide with Legal Documents" and "Relationship of Supervision Guide with the Literature". Research findings; shows that the total number of codes emerging under the "consistency" category within the framework of the relationship of the guide with legal documents is more than the total number of codes reached in the "inconsistency" category. It is observed that the inconsistency of the supervision guide with the legal documents is largely due to its outdated. On the other hand, as a result of the content analysis, although it is seen that the guideline is generally consistent with the literature, it has been determined that there are no references to the literature in the guideline, there are deficiencies in its content according to the literature and some conceptual inconsistencies in the guideline. According to the results of the research, the practitioners and researchers respectively; Suggestions were made such as making the necessary arrangements in the legislation to update the guide in case of need, giving more space to the literature in the guide, and comparing the guides prepared for the supervision of high schools in foreign countries, if any.

The major aim of this study is to identify the differences between the schools, one of which had implemented a Comenius Project and the other not, depending on the views of teachers. It also aims at determining the extent to which school administrators have collaborative leadership characteristics depending on stated school features. The study is a qualitative research. The data were collected through interviews and analysed with the descriptive statistical technique. The findings showed that each school has different school features and school administrators in the school involved in project have much more collaborative characteristics.

In our era, organizations are trying to stay alive in complex environments. There are many reflections of complexity theory on organizations. The aim of this study is to reveal the effects of complexity on management processes. This study is based on Gregg’s management process approach. With complexity, decision-making models changed, planning is not long-termed anymore, organizations tend to be structured more horizontally, communication should be maintained with all stakeholders, coordination is created by seeing the effect of workers on the total job, effecting is based on leadership, there are different leadership styles, and evaluating can be done with stochastic approach. These reflections on management process can be discussed in terms of school management processes too. © 2018, Springer International Publishing AG, part of Springer Nature.

Today’s world has a consistently dynamic structure in constant change and development. We live in a world where we can encounter positive and negative unexpected situations and everything can happen every moment. That such environments in which people and communities live change constantly and quickly shows that people live in a chaos laden environment. The social science lesson which has a very important function in terms of adapting to social life and socializing has an important part in the education of individuals. Thus, the teachers who give lessons regarding the lesson which holds such importance state chaotic situations they encounter in the teaching-instruction process and the evaluation of their responses consists the core of our study. In this study, the aim is the comparative evaluation of the chaotic situations which social science (history, geography, politics, citizenship education) teachers, who serve in Turkey and Germany, encounter in the course. The study using qualitative research methods was carried out by a total of 20 social sciences teachers including 10 in Turkey and 10 in Germany working in 5 different locations (history-geography, politics, citizenship education). As a result of the study, the chaotic situations that teachers who serve in Turkey and Germany, encounter are different in specific ways but basically similar. While teachers in Germany pointed out student-centered problems, the teachers in Turkey tended to non- students factors mostly. © Springer International Publishing Switzerland 2016.

This chapter aims to reveal Turkey's current situation regarding the Millennium Development Goals as one of the signatory countries of declaration through the opinions of the instructors studying in the field of educational administration. A qualitative research method has been used. For this purpose, a study group was constituted including eight lecturers who are specialists in the field of Educational Administration working at a university in the city of Zonguldak. Accordingly, a study group was also included in the study consisting lecturers from Hacettepe University and Gazi University. A semi-structured interview form was prepared as a tool of collecting data and it was applied to participants in May 2013. The data were recorded both verbally and in writing. Content analysis method (which is used to resolve the qualitative research) was used to analyse the data.