Power, Madness, And Gender Identity In Margaret Atwood?s Surfacing: A Feminist Reading

Özdemir, Erinç

doi:10.1076/enst.84.1.57.13562

Cited by 4 publications

(2 citation statements)

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“…The existence of an administrative approach that supports the relational life at school has a positive effect on the school environment by creating a trusting relationship both among teachers and between teachers and the administration. The fact that the type of power perceived by teachers positively affects the school climate if it does not oppress them or create insecurity and if it is fed by a voluntary organizational culture and team spirit supports the situation revealed in the literature (Demirel, 2012;Diş & Ayık, 2016;Koşar & Çalık, 2011;Özdemir, 2003). Therefore, the construction of the values that will create a voluntary union between all shareholders in the school depends on the administrative style of the administrator.…”

Section: Conclusion Discussion and Suggestionssupporting

confidence: 54%

“…This use of power constitutes the structure of the relationship between the administrator and the teachers (Aslanargun & Bozkurt, 2012). The way the power is perceived by teachers may create a positive or a negative effect in the school environment (Demirel, 2012;Diş & Ayık, 2016;Koşar & Çalık, 2011;Özdemir, 2003). Hence, the sources of power practiced by school administrators have great importance on school environment and teacher behaviors.…”

Section: Introductionmentioning

confidence: 99%

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Analysis of the administrative mentality of school administrators according to Weber’s types of power

DEMİR ARICI

2023

Yıldız J Educ Res

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This study aims to determine the power sources school administrators use to maintain legitimacy in the context of Weber's types of power. This study was conducted by using a phenomenological model. The participants are 7 school administrators in İstanbul, and they have been determined by using deviant case sampling which is one of the purposeful sampling methods. The interviews were held with school principals with different years of seniority. Semi-structured interview questions were used in the interviews and the obtained data were analyzed by using the content analysis method. According to the results of this research, it was determined that the sources of power used by school administrators can be classified under three themes, namely compulsory union, voluntary union, and repressive tradition. These themes consist of 11 categories. In the corporate share category under the voluntary union theme, it was figured out that acts such as involving teachers in administrative decision processes, transfer of authority, and maintaining cooperation enable administrators to gain more sources of power by increasing teachers' corporate share. According to the results of the research, school administrators should aim to create a school environment with mutual volunteering that will embrace all shareholders instead of creating an order with legal and compulsory sanctions in administration processes. ÖZBu çalışma, Weber'in güç türleri bağlamında okul yöneticilerinin meşruiyeti sürdürmek için kullandıkları güç kaynaklarını belirlemeyi amaçlamaktadır. Bu çalışma fenomenolojik model kullanılarak gerçekleştirilmiştir. Katılımcılar İstanbul' da görev yapan 7 okul yöneticisidir ve amaçlı örnekleme yöntemlerinden biri olan sapkın durum örneklemesi kullanılarak belirlenmiştir. Görüşmeler farklı kıdem yıllarına sahip okul müdürleri ile gerçekleştirilmiştir. Görüşmelerde yarı yapılandırılmış görüşme soruları kullanılmış ve elde edilen veriler içerik analizi yöntemi kullanılarak analiz edilmiştir. Bu araştırmanın sonuçlarına göre, okul yöneticilerinin kullandıkları güç kaynaklarının zorunlu birlik, gönüllü birlik ve baskıcı gelenek olmak üzere üç tema altında sınıflandırılabileceği tespit edilmiştir. Bu temalar 11 kategoriden oluşmakta-

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Section: Conclusion Discussion and Suggestionssupporting

confidence: 54%