Research of Teachers’ Views on Effective School and School Leadership

Uğurlu, Celal Teyyar; Abdurrezzak, Seyfettin

doi:10.14527/kuey.2016.016

Cited by 5 publications

(4 citation statements)

References 3 publications

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“…Araştırmalar klasik tanımları zorlayan okul liderliğinin etkili okullara ulaşmada atılması gereken en önemli adım olduğunu vurgulamaktadır (Helvacı ve Aydoğan, 2011).Örneğin 2014-2015 eğitim öğretim yılında Erzincan'da uygulanan bir saha araştırmasında öğretmenlere okul etkinliğini artıran unsurlar sorulmuş ve okul müdürü en önemli oyuncu olarak ön plana çıkmıştır (Uğurlu ve Abdurrezzak, 2016).…”

Section: Literatür İncelemesiunclassified

Yaygın Eğitim Kurumu Öğretmenlerinin Müdür Algıları: İBB İsmek Örneği

Kırtan¹,

Kuşakçı²

2020

talim

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Kompleks fenomenleri daha yalın ve anlaşılabilir bir biçimde ortaya koyan metaforlar son yıllarda sosyal bilimler araştırmalarında oldukça rağbet görmektedir. Bu nitel araştırma kapsamında İstanbul Büyükşehir Belediyesi Sanat ve Meslek Eğitimi Kurslarında (İSMEK) görev yapan öğretmenlerin müdür kavramına ilişkin zihinsel algıları metaforlar aracılığı ile tespit edilmek istenmiştir. Araştırmaya İSMEK bünyesinde farklı branşlarda istihdam edilen 180 öğretmen katılmıştır. İlgili alan yazınında daha çok yaygın eğitim kurumlarında uygulandığı gözlemlenen bu yaklaşım, bir yaygın eğitim kurumu olan İSMEK'te hâkim olan yönetici algısını ve yönetim uygulamalarını değerlendirmeyi hedeflemiştir.Araştırmanın sonucunda 119 metafor, üç ana ve 22 alt kategoriye ayrılmıştır. Öğretmenlerin mevcut müdürlerine yönelik olumlu ve olumsuz algılarının yanı sıra, ideal müdür algıları da keşfedilmiştir. Beklenen / olması gereken müdür davranışı algısına ilişkin yedi alt kategori şu şekilde sıralanmaktadır:

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Section: Literatür İncelemesiunclassified

Yaygın Eğitim Kurumu Öğretmenlerinin Müdür Algıları: İBB İsmek Örneği

Kırtan¹,

Kuşakçı²

2020

talim

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“…Lee et al (2010) focused on how the KM processes work in a secondary school setting. Likewise, Ugurlu (2013) emphasized on the knowledge related to school management for primary teachers. In the domain of higher education, Mahdi et al (2019) investigated the advantages and disadvantages of knowledge management practices.…”

Section: Introductionmentioning

confidence: 99%

Investigating Knowledge Management Practices in an EFL Context in Pakistan

et al. 2022

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Currently, English as a foreign language (EFL) teachers are supposed to recognize that, creativity among students can be developed through knowledge management practices. The current study aimed to investigate EFL teachers’ knowledge management practices from learner insight. The explanatory mixed method research design was used to investigate the phenomenon. Quantitative data was collected from 298 A-Level students through a survey questionnaire, and qualitative data was collected through 7 A-Level students through an in-depth semi-structured interview. The findings suggested that EFL teachers arrange seminars and co-curricular activities to create knowledge; discussion in and outside classrooms are used to share knowledge; social media and movies are used to utilize knowledge; and notebooks are used to store knowledge in the EFL classroom. The study revealed that benchmark and technological devices to manage knowledge are not frequently practiced by EFL teachers. The study concluded that teachers should be trained in the area of knowledge management regularly.

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“…Therefore, administrators should provide ideal work environment to make employees able to reflect their full potential (Schlechty, 2005;Uğurlu and Abdürrezzak, 2016). For organisation members to renounce, to abstain or to abort an actual or cognitive activity which they want to do due to feeling psychologically insecure means for organisation being not able to use its available potential.…”

Section: Introductionmentioning

confidence: 99%

Analyzing the Psychological Unsafety in Schools in Terms of Individual and Institutional Variables

Yenipinar

Yildirim

2018

Educational Administration: Theory and Practice

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This study focused on finding out the "psychological unsafety perceptions" of administrators, teachers and other staff in Turkish schools and examining how it is affected by their personal and organizational variables. Psychological unsafety is a phenomenon that its nature must be understood for organizational development and organizational effectiveness. Psychological unsafety in work environment is defined as the level of perception about risky work environment hindering employee to speak out what they think and to behave in comfort because of possible negative consequences. The study was implemented on totally 557 school stuff randomly selected from the schools located in different regions and provinces of Turkey. Data were gathered by "the psychological unsafety scale" and analysed by logistic regression analysis. At the end of the study, we found that a medium level of psychological unsafety is experienced at Turkish schools and gender as one of the personal variables and school size as one of the organizational variables significantly affect the psychological unsafety. Female stuff and those who work in small size schools experience much more psychological unsafety. Based on discussion of the findings, we developed suggestions for macro and micro level educational administration. When we consider the scarcity of the study focused on the psychological un/safety, we argue that the study makes a significant contribution in understanding of the phenomenon.

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Research of Teachers’ Views on Effective School and School Leadership

Cited by 5 publications

References 3 publications

Yaygın Eğitim Kurumu Öğretmenlerinin Müdür Algıları: İBB İsmek Örneği

Yaygın Eğitim Kurumu Öğretmenlerinin Müdür Algıları: İBB İsmek Örneği

Investigating Knowledge Management Practices in an EFL Context in Pakistan

Analyzing the Psychological Unsafety in Schools in Terms of Individual and Institutional Variables

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