The Impact of Auxiliary Staff in the Pre-school Education Institutions upon the Education Process: A Case Study

Köse, Akif; Uzun, Mehmet Barlas; Ozaslan, G.

doi:10.30703/cije.379179

Cited by 4 publications

(4 citation statements)

References 4 publications

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“…Regardless of their recruitment model, the auxiliary should be solely in the control of the administrators, and the decisions should be based on the school's needs and the staff's qualifications. In sum, some of the above findings of the present study concerning job performance and recruitment models align with several other studies (Köse et al, 2018; Özdoğan‐Özbal, 2017; Smilie, 2022; Yavuz, 2011), which found that staff employed through service procurement were the most efficient.…”

Section: Discussionsupporting

confidence: 92%

“…The present study's findings also uncovered that administrators consider the technical and personal qualifications and conceptual capabilities of the auxiliaries while recruiting them in their schools. Moreover, we found that administrators believe the auxiliaries to have positive and negative effects on the education process, which is consistent with previous research (Demir, 2013; Köse et al, 2018; Reed & Salazar, 1998).…”

Section: Discussionsupporting

confidence: 92%

“…In the Turkish context, Köse et al (2018) study, which examined the views of school administrators regarding auxiliary staff working at preschool education institutions, found that the auxiliary staff has direct and indirect negative effects on the education process in preschool education institutions. Their study further revealed that staff employed through service procurement were the most efficient, and thus, it is essential to consider the preferences of the school administrators in recruiting such staff.…”

Section: Studies Related To Auxiliary Staffmentioning

confidence: 99%

See 2 more Smart Citations

Administrators' perception concerning the auxiliary (janitorial) staff: The hidden heroes of education

Karatas,

Caner

2023

Psychology in the Schools

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The present study examined administrators' views on the working status, contributions to the education process, performance status, and employment processes of the school auxiliary staff. The research was conducted in a holistic multiple‐case study design, one of the qualitative research methods. The study group consisted of 22 school administrators who work in various K12 school settings in the central districts of a city in Turkey and voluntarily participated in the study. A maximum diversity sampling strategy, one of the purposeful sampling techniques, was employed in sample selection. The study's data were obtained using a semistructured interview conducted by the researchers. An inductive content analysis technique was utilized to analyze the data, and the results were interpreted accordingly. The study's findings revealed that administrators felt that their role is a very insignificant position in the recruitment of auxiliaries, the auxiliary staff has direct and indirect contributions to the education process, and they cause some unfavorable circumstances in some cases. In addition, it was found that school administrators think that the auxiliary staff could be efficient when employed through temporary recruitment procedures and if they have an active role in their recruitment.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionsupporting

confidence: 92%

Section: Studies Related To Auxiliary Staffmentioning

confidence: 99%

See 1 more Smart Citation

Administrators' perception concerning the auxiliary (janitorial) staff: The hidden heroes of education

Karatas,

Caner

2023

Psychology in the Schools

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“…Sınıfta yardımcı personel olma durumu açısından ise alanyazında araştırma sonucunu doğrudan tartışabilecek çalışmaya rastlanılmasa da okul öncesi eğitimde bu değişkenin, öğretmenlerin örneğin oyun öğretimi öz yeterliklerini (Uygur Celep, 2020) iletişim ve sınıf yönetimi becerilerini (Çevik Karatekin, 2018) farklılaştırdığı dikkat çekmektedir. Okul öncesi kurum yöneticilerinden yardımcı personelin eğitim öğretim sürecindeki rolüne ilişkin alınan görüşler, ilgili personelin kişisel ve mesleki yeterliklere sahip olmadıkları yönündedir (Köse, Uzun ve Öner Özaslan, 2018). Bu görüşü destekleyen amprik araştırmalar da vardır (Parpucu, Yıldırım-Polat, Akman, 2018).…”

Section: Tartişma Ve Sonuçunclassified

Investigation of Pre-school Teachers’ Thinking Supportive Behaviours in terms of Different Variables

Alkın-Şahin

2022

Anadolu Üniversitesi Eğitim Fakültesi Dergisi

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Bu araştırmada, okul öncesi öğretmenlerinin kendi algılarına göre düşünmeyi destekleme davranışlarını ne düzeyde gösterdiklerinin belirlenmesi ve bunun bazı değişkenlere göre farklılaşıp farklılaşmadığının incelenmesi amaçlanmıştır. Tarama modelinde gerçekleştirilen araştırmada, 190 okul öncesi öğretmenine ulaşılmış, uç değerlerin ayıklanması sonucunda analizler 157 öğretmenin yanıtları ile gerçekleştirilmiştir. Araştırmada veriler “Düşünmeyi Destekleyen Öğretmen Davranışları Ölçeği – Okul Öncesi Öğretmeni Formu” ile toplanmıştır. Verilerin analizinde betimsel istatistikler hesaplanmış, tek yönlü varyans analizi (ANOVA) ve Mann Whitney U testi kullanılmıştır. Araştırma sonuçlarına göre, okul öncesi öğretmenlerinin düşünmeyi destekleme davranışlarını yüksek düzeyde göstermekle birlikte, görece kendilerini en yetersiz gördükleri boyutun Dökümantasyon Aracılığıyla Yansıtma olduğu dikkat çekmektedir. Okul öncesi öğretmenlerinin düşünmeyi destekleme davranışları, “sınıftaki öğrenci sayısına” ve “sınıfta yardımcı personel olma durumuna” göre anlamlı farklılık göstermemiştir. Öğretmenlerin düşünmeyi destekleme davranışları, “düşünme becerileri ile ilgili eğitim alma”, “Regio Emilia/High Scope vb. programlara ilişkin eğitim alma” ve “sınıfta öğrenci başına yeterli alan olma” değişkenlerine göre Dökümantasyon Aracılığıyla Yansıtma boyutunda anlamlı farklılık göstermiştir. “Görev yapılan kurum türüne” göre yapılan karşılaştırmalar ise alt boyutlarda ve toplam puanda anlamlı farklılaşmanın olduğunu göstermiştir. Araştırmada sonuçlara bağlı olarak bazı önerilerde bulunulmuştur.

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Child-Friendly Schools: An Assessment of Kindergartens

Çobanoğlu¹,

Sevim²

2019

INT J EDUC METHODOL

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Child Friendly School (CFS) is a democratic environment based on children's rights, where all students are accepted, teaching-learning processes are organized according to children's interest needs, health, safety and protective measures are taken for children and gender-based discrimination is not provided. Preschool education institutions, which are considered to be very effective on the future of the child and the society, should be child friendly in this way. The aim of this study is to identify the teaching-learning environment of independent kindergartens in the context of a child-friendly. The data of the study was obtained from the independent kindergarten in different socioeconomic environments with "CFS Diagnostic Form". According to the results, it was seen that in terms of effectiveness, the physical areas and materials of the schools were sufficient, but the places and qualifications that increase the effectiveness of teaching were insufficient; in terms of inclusiveness, all children attend school without discrimination in terms of inclusiveness, but female students have low access to school; in terms of democratic participation, means are used to ensure communication with the environment, in terms of healthy, safe and protective environment, physical requirements are fulfilled, necessary measures are taken, but ventilation and out-of-school safety measures are not sufficient and in terms of gender sensitivity, there is no discrimination based on gender. It has been concluded that the independent kindergartens are largely child-friendly, despite some inadequacies.

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The Impact of Auxiliary Staff in the Pre-school Education Institutions upon the Education Process: A Case Study

Abstract: This paper was checked for plagiarism using iThenticate during the preview process and before publication. / Bu çalışma ön inceleme sürecinde ve yayımlanmadan önce iThenticate yazılımı ile taranmıştır.

Cited by 4 publications

References 4 publications

Administrators' perception concerning the auxiliary (janitorial) staff: The hidden heroes of education

Administrators' perception concerning the auxiliary (janitorial) staff: The hidden heroes of education

Investigation of Pre-school Teachers’ Thinking Supportive Behaviours in terms of Different Variables

Child-Friendly Schools: An Assessment of Kindergartens

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