Elementary School Administrators and Their Roles in the Context of Effective Schools

Abstract

As in every organization, leadership plays the most important role in conducting business in school organizations as well. Organizations reach their goals more effectively and more efficiently when they are effective. The aim of this study is to assess data regarding qualities and training of effective school leaders. To achieve this end, a qualitative study was designed and related data were collected. A form consisting of six open-ended questions was developed as a data collection tool. The study was conducted with a group of 26 teachers and four administrators. The data were analyzed through content and descriptive analysis. It was expected that effective school principals have strong interpersonal relationships, have leadership qualities, and are considerate in terms of social and personality traits. Some suggestions regarding the training of principals were also presented.

The Relationship Between School Administrators’ Leadership Styles, School Culture, and Organizational Image

“…Moreover, the studies conducted by some of the researchers (Bakioğlu & Bahçeci, 2010;Lievens et al, 2007;Polat, 2011;Rynes & Barber, 1990;Sartore-Baldwin & Walker, 2011;Şanlı & Arabacı, 2017;Şişli & Köse, 2013;Tsai & Yang, 2010;Uğurlu & Ceylan, 2013) add wealth to the literature. Furthermore, it is seen that the relationships between leadership and organizational structure are examined (Abasilim et al, 2019;Akcil et al, 2018;Bendikson, 2012;Döş & Savaş, 2015;Mitchell & Sackney, 2016;Murphy & Torre, 2015;Ng, 2013;Orsdemir et al, 2019;Ozberk & Altinay, 2019;Saini, & Goswami, 2019;Tokel et al, 2019;Ünler & Kılıç, 2019;Yıkıcı et al, 2019;Yasir et al, 2016). There are also studies that focus on the relationship between organizational structure and organizational image (Cerit, 2006;Duarte et al, 2010;Helgesen, & Nesset, 2007;Luque-Martínez, & Del Barrio-García, 2009;McGrath, 2002;Metcalfe, 2012;Polat, 2011;Sung & Yang, 2008;Tight, 2007).…”

Müdür Yardımcılığının Henry Mintzberg’in Yöneticinin Özelliklerine İlişkin Görüşleri Bağlamında Değerlendirilmesi

“…The characteristics attributed to the assistant principals should change over time, should not be stable, and should be improved based on the school's reality. The results of the studies carried out in the literature (Brooks, 2014;Döş & Savaş, 2015;Karasoy, 2010;Landry, 2012;Paquette, 2004;Şevik, 2014) are in parallel with the finding that assistant principals have many different characteristics. In the related literature, two characteristics of assistant principals come into prominence.…”

“…Bunun için okul yöneticileri temelde iletişime önem vermelidir (Akyol, 2019;Erözyürek, 2019;Kesimal, 2019 Müdür yardımcılarıyla yapılan görüşmeler yanında gözlem ve dokümanların müdür yardımcısının iletişimi becerisi açısından Açıkalın (1998, s. 6) ile Mintzberg'in (1973, s. 99); okullardaki yapı-bürokratik yapı-açısından Balıkçı (2016) ve Kotnis'in (2004) (Brooks, 2014;Döş ve Savaş, 2015;Karasoy, 2010;Landry, 2012;Paquette, 2004;Şevik, 2014)…”

“…According to the researcher, assistant principals are expected to have both a command of administrative works and communicate with students, teachers, and other environments. Döş & Savaş (2015); Paquette (2004) define assistant principals as the assistants in planning, developing, and performing the administrative and educational works. They also emphasize that administrative skills should be included among the characteristics of assistant principals.…”

Development of an Instrument for Teachers’ Attitudes towards Academic Supervision performed by Supervisors in Schools of Special Education

“…They should not be supervising just for the sake of fulfilling tasks; not become judgmental; not become intrusive or threatening. On the other hand, according to Döş & Savaş (2015), supervisors should be able to provide some advice and guidance, motivate, hold educational seminars, provide constructive feedback, and empathize with teachers. For this reason, it has become necessary to design an instrument that can measure teachers' attitudes towards academic supervision carried out by supervisors for special education; an instrument that encompasses the dimensions of monitoring, assessment, and coaching (Putra, 2017;Rahman et al, 2020;Sturre et al, 2012).…”