Okul öncesi kademesi yöneticilerinin ideal yönetsel özellikleri
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Date
2024
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Düzce Üniversitesi
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info:eu-repo/semantics/openAccess
Abstract
Bu araştırmanın amacı, okul öncesi öğretmenlerinin görüşlerine göre okul öncesi kurum yöneticilerinin ideal yönetsel özelliklerini ortaya koymaktır. Aynı zamanda ideal yönetsel özelliklerin okula, öğrenci ve öğretmenlere olan yansımalarının da nasıl olduğunu ortaya çıkarmak hedeflenmiştir. Bu amaç doğrultusunda araştırmada, okul öncesi eğitim kurumlarında görev yapan yöneticilerin ideal yönetsel özelliklerine ilişkin görüşlerini derinlemesine incelemek amaç edinildiğinden nitel araştırma yöntemi içinde yer alan olgubilim deseni tercih edilmiştir. Araştırmanın çalışma grubunu 2022-2023 eğitim öğretim yılında Millî Eğitim Bakanlığı'na bağlı Düzce ilinde okul öncesi eğitim kurumlarında görev yapan 10 okul öncesi öğretmeni oluşturmaktadır. Araştırmada verileri toplamak için yarı yapılandırılmış görüşme formu kullanılmıştır. Araştırmada okul öncesi öğretmenlerinden elde edilen veriler ışığında üç ana tema altında bulgulara ulaşılmıştır. Bunlar, "Okul Öncesi Yöneticisinin İdeal Yönetsel ve Kişisel Özellikleri", "İdeal Özelliklere Sahip Okul Öncesi Yöneticisinin Sunduğu Destek Türleri ve Kaynaklar" ve "İdeal Yönetsel Özelliklerinin Okula Yansıması" şeklindedir. Elde edilen bulgulara bakıldığında ilk tema altında ideal özelliklere sahip okul öncesi yöneticisinden beklenen yönetsel özellikler kapsamında en belirgin faktör "pedagojik yeterlikler" olarak dikkat çekmektedir. Kişisel özellikleri kapsamında ise "iletişim becerileri" olarak ortaya çıkmıştır. İkinci tema altında okul öncesi yöneticisinden beklenen destek ve kaynak sağlama kapsamında "eğitsel kaynak sağlama" ve "maddi-fiziksel kaynak sağlama" bulgularına ulaşılmıştır. Son tema olan Okul Öncesi Yöneticisinin İdeal Yönetsel ve Kişisel Özelliklerinin Okula Yansımasına bakıldığında öğretmen açısından "istişare etme", öğrenci açısından ise "çocukların yararını düşünme" kodları önemli beklentiler olarak ortaya çıkmıştır. Genel olarak okula yansımasına bakıldığında ise ideal özelliklere sahip okul öncesi yöneticisinin sorunları çözen, katılımcılığa teşvik eden ve bu doğrultuda okulun gelişmesini sağlayan kişi olarak kabul edildiği görülmüştür.
The aim of this study is to reveal the ideal managerial characteristics of preschool administrators according to the views of preschool teachers. At the same time, it is also aimed to reveal how the ideal managerial characteristics reflect on the school, students and teachers. In line with this purpose, since the aim of the study was to examine in depth the views of the administrators working in preschool education institutions on ideal managerial characteristics, the phenomenological design within the qualitative research method was preferred. The study group of the research consists of 10 preschool teachers working in preschool education institutions in Düzce province affiliated to the Ministry of National Education in the 2022-2023 academic year. A semi-structured interview form was used to collect data in the study. In the light of the data obtained from preschool teachers in the study, findings were obtained under three main themes. These are "Administrative and Personal Characteristics of the Ideal Preschool Administrator", "Reflection of Ideal Administrative Characteristics on the School" and "Types of Support and Resources Provided by the Ideal Preschool Administrator". When the findings obtained are analysed, the most prominent factor within the scope of the administrative characteristics expected from the ideal preschool administrator under the first theme is "pedagogical competencies". Within the scope of personal characteristics, "communication skills" emerged as the most prominent factor. Under the second theme, "providing educational resources" and "providing material-physical resources" were found within the scope of providing support and resources expected from the ideal preschool administrator. When the last theme, Reflection of the Managerial and Personal Characteristics of the Ideal Preschool Administrator to the School, is considered, the codes of "consultation" for teachers and "thinking about the benefit of children" for students have emerged as important expectations. Looking at the reflection of the ideal preschool administrator to the school in general, it was seen that the ideal preschool administrator was accepted as a person who solves problems, encourages participation and ensures the development of the school in this direction.
The aim of this study is to reveal the ideal managerial characteristics of preschool administrators according to the views of preschool teachers. At the same time, it is also aimed to reveal how the ideal managerial characteristics reflect on the school, students and teachers. In line with this purpose, since the aim of the study was to examine in depth the views of the administrators working in preschool education institutions on ideal managerial characteristics, the phenomenological design within the qualitative research method was preferred. The study group of the research consists of 10 preschool teachers working in preschool education institutions in Düzce province affiliated to the Ministry of National Education in the 2022-2023 academic year. A semi-structured interview form was used to collect data in the study. In the light of the data obtained from preschool teachers in the study, findings were obtained under three main themes. These are "Administrative and Personal Characteristics of the Ideal Preschool Administrator", "Reflection of Ideal Administrative Characteristics on the School" and "Types of Support and Resources Provided by the Ideal Preschool Administrator". When the findings obtained are analysed, the most prominent factor within the scope of the administrative characteristics expected from the ideal preschool administrator under the first theme is "pedagogical competencies". Within the scope of personal characteristics, "communication skills" emerged as the most prominent factor. Under the second theme, "providing educational resources" and "providing material-physical resources" were found within the scope of providing support and resources expected from the ideal preschool administrator. When the last theme, Reflection of the Managerial and Personal Characteristics of the Ideal Preschool Administrator to the School, is considered, the codes of "consultation" for teachers and "thinking about the benefit of children" for students have emerged as important expectations. Looking at the reflection of the ideal preschool administrator to the school in general, it was seen that the ideal preschool administrator was accepted as a person who solves problems, encourages participation and ensures the development of the school in this direction.
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Keywords
Eğitim ve Öğretim, Education and Training
