Eğitim Yönetiminde Öğretmen Güçlendirme

Kıral, Bilgen

doi:10.14527/9786052415306.23

Cited by 6 publications

(6 citation statements)

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“…Teacher empowerment in schools is realized with school administrators transferring their powers to teachers, involving teachers in their decisions, creating awareness of togetherness in schools, spending time together in a different school, canteen, garden, teachers' room, cafeteria, classrooms. It is carried out by communicating with them, encouraging teachers for professional and personal development, and taking into account the particular situation of teachers in the preparation of the curriculum and during shifts (Kıral, 2019). Investments in education by empowering teachers will enable teachers to be more productive and efficient, and higher productivity means higher earnings (Üstün, 2006).…”

Section: Discussion Conclusion and Implicationsmentioning

confidence: 99%

Examining Teachers' Perceptions on Empowerment According to Various Variables

Hıdıroğlu

Tanriöğen²

2021

ijocis

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The purpose of the study was to determine the perceptions of teachers regarding their empowerment and whether these perceptions differ significantly depending on their gender, age, branch, professional seniority, length of service at their school, education status, union membership, and the size of the number of students present at the school. In this study, teacher empowerment was considered to ensure teachers' professional development, increase their status, ensure their trust in their organizations, and increase cooperation among organization members. Four hundred forty-one teachers working in the public secondary schools in Denizli Merkezefendi and Pamukkale district participated in this quantitative study carried out during the 2019-2020 academic year. The data of the research were collected with the "Teacher Empowerment Scale." The survey results showed that teachers' perceptions of teacher empowerment, status, trust, and cooperation were high, and their perception of professional development was very high. Accordingly, teachers perceive their status as lower than other dimensions of teacher empowerment. There was no statistically significant difference in the teachers' perceptions regarding their empowerment according to their gender, branch, educational status, and union membership. The age of the teachers was between 31-40 and 6-15 years of teaching experience.

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Section: Discussion Conclusion and Implicationsmentioning

confidence: 99%

Examining Teachers' Perceptions on Empowerment According to Various Variables

Hıdıroğlu

Tanriöğen²

2021

ijocis

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“…As stated above, leader school principals intentionally and consciously implement several empowerment strategies to empower teachers (Kiral, 2019). First and foremost, it is about creating a positive communication environment by motivating teachers and supporting them in school, rather than involving them in the processes of management, school functioning, decision-making, and restricting them (Fidan Toprakci, 2019).…”

Section: Empowerment Processmentioning

confidence: 99%

“…In addition to its positive reflection on the relations, this situation ensures the improvement of the organisation (Harpell & Andrews, 2010) because empowered individuals share their knowledge, skills, opportunities, and visions with others (Alosaimi, 2016;Ledesma & Joyas, 2015;Longwell-McKean, 2012). For this reason, it should be noted that the situation is not to be viewed only from the perspective of an empowered individual (Kiral, 2019). Principals' awareness of this empowers organisational development (Paynevandy, 2016) and use various empowerment strategies individually or synchronously (Kimwarey et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Teacher Empowerment Strategies: Reasons for Nonfulfillment and Solution Suggestions

CELIK¹,

Kıral²

2022

ENAD

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This research was carried out to determine the empowerment strategies school principals should implement and the reasons for not being empowering. It was conducted with four elementary school teachers and four school principals in a city in the Aegean Region in the 2017-2018 academic year. In the study, descriptive phenomenology design, one of the qualitative research designs, was used. According to the results, it was revealed that the empowerment strategies to be implemented by school principals were classified under the categories of physical and psychological support, communication, school functioning, and teacher autonomy. The reasons for not making teacher empowerment by school principals were determined as personal, administrative, financial, and limited authority reasons. What the Ministry of National Education should do for teacher empowerment was revealed. They should adopt policies that support personal development and teacher autonomy, increase the authority of school principals, and make changes in the legislation. Following the findings, various suggestions were made on such issues as increasing financial resources that hinder empowerment.

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“…Osman Tayyar ÇELİK & Hüseyin AKAR [2536] Güçlendirmeye yönelik farklı yaklaşımların sınırlılıkları olduğu söylenebilir. Yapısal güçlendirmede çalışanların duygu ve düşüncelerinin geri planda olduğu, sadece yönetsel uygulamalara odaklanıldığı görülmektedir (Kıral, 2019). Psikolojik güçlendirme yaklaşımında ise işin çeşitli yönlerine ve yeterliğe ilişkin pozitif algının içsel motivasyonu sağlayacağı varsayılmaktadır.…”

Section: öğRetmen Güçlendirme Yaklaşımları Ve öğRetmen Güçsüzlüğüunclassified

“…Buna bağlı olarak son yıllarda öğretmen güçlendirmeye ilgi artmıştır. Çünkü öğretmen güçlendirme demek, okulun, eğitim sisteminin güçlendirilmesi demektir (Kıral, 2019). Öğretmen güçlendirmenin önemine bağlı olarak bunun nasıl yapılacağı sorusu akla gelmektedir.…”

Section: Introductionunclassified

Öğretmen Güçlendi̇rme İçi̇n Öğretmen Güçsüzlüğünü Anlama

Çelik¹,

Akar²

2020

joh

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Bu nitel araştırma öğretmen güçsüzlüğünün kaynaklarını ve duyuşsal bileşenlerini öğretmen görüşlerine dayalı olarak belirlemeye çalışır. Bu sayede öğretmen güçlendirme için geliştirilecek politika ve uygulamalara farklı bakış açıları sunar. Açıklayıcı durum çalışması olarak desenlenen araştırmanın katılımcılarını maksimum çeşitlilik örneklemesi ile belirlenen, Kilis ilinde görev yapan 20 öğretmen oluşturmaktadır. Araştırmanın verileri yarı yapılandırılmış görüşme formu ve kapalı uçlu soru formuyla toplanmıştır. Yarı yapılandırılmış görüşme formunda katılımcı öğretmenlere sınıf içinde, okul içinde ve mesleğe bağlı olarak sosyal hayatlarında yaşadıkları güçsüzlük duyguları üzerine sorular sorulmuştur. Kapalı uçlu soru formunda ise katılımcı öğretmenlere güçsüzlük yaşadıkları durumlarda deneyimledikleri duygular sorulmuştur. Verilerin analizinde içerik analizi ve frekans analizinden yararlanılmıştır. Araştırma sonucunda; mesleğin statüsü ve özellikleri, okul kültürü ve iklimi, okul müdürlerinin yönetim tarzı, öğrenci özellikleri, okul koşulları ve kaynaklar, veli tutum ve davranışları, eğitim ve öğretmen politikaları, bireysel faktörler bağlamında mesleki yeterlik ve iş aile çatışması öğretmen güçsüzlüğüne yol açabilecek faktörler olarak belirlenmiştir. Ayrıca araştırma bulguları güçsüzlük yaşanan duruma bağlı olarak kadercilik, boyun eğme, geri çekilme ve kaygı duygularının öğretmen güçsüzlüğünün duyuşsal bileşenleri olduğunu göstermektedir.

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Eğitim Yönetiminde Öğretmen Güçlendirme

Cited by 6 publications

References 0 publications

Examining Teachers' Perceptions on Empowerment According to Various Variables

Examining Teachers' Perceptions on Empowerment According to Various Variables

Teacher Empowerment Strategies: Reasons for Nonfulfillment and Solution Suggestions

Öğretmen Güçlendi̇rme İçi̇n Öğretmen Güçsüzlüğünü Anlama

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