Okul kültürüne ilişkin paydaşların görüşleri
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Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Aksaray Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın temel amacı, Bitlis ili merkez ilçesindeki bir ortaöğretim kurumunda görev yapan okul yöneticilerinin, öğretmenlerin, velilerin ve öğrencilerin mevcut okul kültürü hakkındaki görüşlerini belirlemektir. Araştırma verileri, 2023-2024 eğitim-öğretim yılı içerisinde amaçlı örnekleme yöntemiyle ulaşılan 6 öğretmen, 4 yönetici, 4 veli ve 5 öğrenci olmak üzere toplam 19 kişiyle yapılan görüşmeler sonucunda tutulan kayıtlardan elde edilmiştir. Katılımcıların büyük çoğunluğunun okul kültürünü tanımlarken dürüstlük, adalet, güven ve samimiyet değerlerine önem verdikleri ve bu değerleri başarı kavramından daha çok vurguladıkları görülmüştür. Okul kültürünün önemli bir öğesi olan vizyon ve misyon kavramları hakkında katılımcıların görüşleri incelendiğinde, içinde görev yaptıkları okulun misyonu ve vizyonu hakkında yeterince bilgi ve fikir sahibi olmadıkları ve incelenen okulda misyon ve vizyon belirlenirken yöneticiler dışında herhangi bir paydaşın fikir ve görüşünün alınmadığı sonucuna ulaşılmıştır. Okul kültürü bağlamında örgütü oluşturan bireylerin inançlarına bakıldığında, öğretmenler ve yöneticiler öğretmenlik mesleğini "fedakarlık yapılması gereken bir meslek" olarak tanımlamışlardır. Okul kültürünün diğer unsurları olan hikayeler, mitler, efsaneler ve kahramanlara bakıldığında; katılımcıların bu kavramlarla ilgili yeterli bilgiye sahip olmadıkları görülürken kendi okullarında gerçekleştirdikleri bir diğer unsur olan tören ve ritüellerin çeşitliliği ve katılım düzeylerini genellikle yeterli ve tatmin edici düzeyde bulmuşlardır.
The aim of this research is to determine the views of school administrators, teachers, parents and students on the current school culture. In this research, which was designed to examine the symbols created by the stakeholders in the school in the context of school culture and the meanings they give to these symbols, case study, one of the qualitative research methods, was preferred. A total of 19 people, including 6 teachers, 4 administrators, 4 parents and 5 students, who were reached by purposeful sampling method in the 2023-2024 academic year, constituted the study group of the research. The data obtained as a result of the interviews with the individuals in the study group through the semi-structured form prepared by the researcher in line with the expert opinions were analysed descriptively. According to the results of the descriptive analysis, most of the participants prioritise values such as honesty, justice, trust and sincerity when defining school culture and emphasise these values rather than the concept of success. When the participants' views on vision and mission, which are important elements of school culture, are analysed, it is found that they do not have enough information about the vision and mission of the school they work in and that the opinions of stakeholders other than administrators are not consulted when determining the mission and vision. Within the scope of organisational culture, teachers and administrators define the teaching profession as ‘a profession that requires sacrifice’. However, due to the pressure of the central examination system, it is seen that a success-oriented approach comes to the fore in practice, the vision and mission are not sufficiently internalised, and teachers' prejudices against their profession should be reduced and their sacrifices should be supported. Improvements in these areas will contribute to a stronger and more inclusive school culture.
The aim of this research is to determine the views of school administrators, teachers, parents and students on the current school culture. In this research, which was designed to examine the symbols created by the stakeholders in the school in the context of school culture and the meanings they give to these symbols, case study, one of the qualitative research methods, was preferred. A total of 19 people, including 6 teachers, 4 administrators, 4 parents and 5 students, who were reached by purposeful sampling method in the 2023-2024 academic year, constituted the study group of the research. The data obtained as a result of the interviews with the individuals in the study group through the semi-structured form prepared by the researcher in line with the expert opinions were analysed descriptively. According to the results of the descriptive analysis, most of the participants prioritise values such as honesty, justice, trust and sincerity when defining school culture and emphasise these values rather than the concept of success. When the participants' views on vision and mission, which are important elements of school culture, are analysed, it is found that they do not have enough information about the vision and mission of the school they work in and that the opinions of stakeholders other than administrators are not consulted when determining the mission and vision. Within the scope of organisational culture, teachers and administrators define the teaching profession as ‘a profession that requires sacrifice’. However, due to the pressure of the central examination system, it is seen that a success-oriented approach comes to the fore in practice, the vision and mission are not sufficiently internalised, and teachers' prejudices against their profession should be reduced and their sacrifices should be supported. Improvements in these areas will contribute to a stronger and more inclusive school culture.
Açıklama
Anahtar Kelimeler
School Culture, Administrator, Teacher, Okul Kültürü, Yönetici, Öğretmen
Kaynak
Aksaray Üniversitesi Sosyal Bilimler Enstitüsü Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
8
Sayı
2
