This study aims to determine the views of administrators working at private schools in Kahramanmaraş and Gaziantep on evaluating teacher's performance and to make some recommendations for an effective and sufficient teacher evaluation accordingly. This study explores questions such as what administrators think about implementing the evaluation results, whether there should be an evaluation system that diffrentiates by teacher competencies or not and how teacher's performance evaluation systems contribute to teacher's professional development. The data were gathered through semi-structred interview forms and analysed through the content analysis method.
The aim of this qualitative-case study was to determine the competencies that school administrators have during the COVID-19 process and the competencies they should have in the post-COVID-19 process according to the opinions of teachers. Using maximum diversity sampling method, the researcher selected 10 teachers working in Izmir in the 2021-2022 academic year. The obtained data by using a semi-structured interview form were analyzed through the content analysis method. Research findings show that administrators mainly carry out technical work and operations related to the smooth execution of the distance education during the COVID-19 process. It also reveals that the majority of administrators are successful in technical competencies that include knowledge and skills related to their field of expertise. Based on the research findings, it can be said that both in the COVID-19 process and in the post-COVID-19 process, administrators should improve themselves not only in technical competencies, but also in humane and conceptual competencies and they should have information, technology and emotional literacy skills. Further conclusions and implications were also discussed.
The developments and changes that have been made in the world affect the educational, health or economic systems of the countries. This situation requires the schools to renew themselves. In the recent year the Covid-19 pandemic that has been experienced all around the world has accelerated this process. It showed clearly that schools should be the places where real life experiences are taught and integrated with life. Regarding this, it was aimed to present a detailed perspective about maker movement and technology leadership that are closely related to the point of view that schools should be the life itself. Accordingly, a general perspective about leadership has been summarized shortly at the beginning of the study and then technology leadership and maker movement have been presented in a detailed way and reflections of technology leadership and maker movement have been discussed. Lastly, some suggestions have been proposed for both teachers and school principals.
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