Okul yöneticileri ile öğretmenler arasında yaşanan çatışma nedenleri
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Dosyalar
Tarih
2022
Yazarlar
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Yayıncı
Düzce Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı, okul yöneticileri ve öğretmenler arasında yaşanan çatışmaların nedenlerini tespit etmeye çalışmaktır. Araştırma, 2020-2021 öğretim yılında Düzce İl Milli Eğitim Müdürlüğüne bağlı 42 resmi ortaöğretim okulunda çalışan kolayda örneklem yoluyla seçilen 257 okul yöneticisi ve öğretmen ile gerçekleştirilmiştir. Araştırmada nicel araştırma yöntemi kullanılmış olup araştırmanın verileri "Eğitim Kurumlarında Yöneticilerle Öğretmenler Arasındaki Çatışma Nedenleri Ölçeği" kullanılarak toplanmıştır. Verilerin normallik analizi yapılmış ve verilerin normal dağılmadığı sonucuna ulaşılmıştır. Bu durumda; okul yöneticilerinin ve öğretmenlerin çatışma nedenleri puanlarının demografik değişkenleri arasındaki farklara ilişkin bulgular için "Mann Whitney-U" ve "Kruskal Wallis" gibi Non-parametrik testler uygulanmıştır. Ayrıca çatışma, genel hizmetleri alanı, işgören hizmetleri alanı, eğitim öğretim hizmetleri alanı ile hizmet alanlarının maddesel nedenleri puanlamaları analizleri yapılmıştır. Araştırma sonuçlara göre, okul yöneticileri ve öğretmenler arasında yaşanan çatışma nedenlerine ilişkin algıları yüksek düzeydedir. Okul yöneticileri ve öğretmenler arasında yaşanan çatışma nedenleri, cinsiyet, eğitim düzeyi, okul türü ve kurumdaki çalışma süresine göre anlamlı olarak farklılaşma görülmemiştir. Kurumdaki göreve göre çatışma nedenleri algıları, okul yöneticilerinin eğitim öğretim hizmetleri alanında öğretmenlere göre daha yüksektir. Mesleki kıdeme göre çatışma nedenleri algıları 15-21 yıl çalışma süresi olan okul yöneticisi ve öğretmenlerin daha yüksektir. Çatışma nedenlerinin maddesel incelenmesinde okul yöneticilerin en çok öğretmenlerin haftalık ders programları nedeniyle ve boş geçen derslerin doldurulması nedeniyle öğretmenlerle çatışma yaşadığı, öğretmenlerin ise en çok eğitim araç gereç yetersizliği nedeniyle ve öğretmenlerin ödüllendirilme süreci nedeniyle okul yöneticileri ile çatışma yaşadığı tespit edilmiştir. Elde edilen veriler ışığında uygulayıcılara ve araştırmacılara önerilerde bulunulmuştur.
The purpose of this research is to try to determine the causes of conflicts between school administrators and teachers. The research was carried out with 257 school administrators and teachers, who were selected by convenience sampling, working in 42 public secondary schools affiliated to Düzce Provincial Directorate of National Education in the 2020-2021 academic year. Quantitative research design method was used in the research, and the data of the research were collected by using the "Scale of Conflicts Between Administrators and Teachers in Educational Institutions". Normality analysis of the data was made and it was concluded that the data were not normally distributed. In this case; Non-parametric tests such as "Mann Whitney-U" and "Kruskal Wallis" were applied for the findings related to the differences between the demographic variables of school administrators' and teachers' causes of conflict scores. In addition, the analysis of the material causes of conflict, the field of general services, the field of employee services, the field of education and training services and the service areas were made. According to the results of the research, perceptions of the causes of conflict between school administrators and teachers are high. There was no significant difference in the causes of conflict between school administrators and teachers, gender, education level, school type and working time in the institution. Perceptions of the causes of conflict according to the job in the institution are higher in school administrators than teachers in the field of education and training services. According to professional seniority, perceptions of causes of conflict are higher for school administrators and teachers who have a working time of 15-21 years. In the material analysis of the causes of conflict, it was determined that school administrators mostly had conflicts with teachers because of the weekly lesson schedules of the teachers and because of the filling of empty courses, while the teachers mostly had conflicts with the school administrators due to the lack of educational equipment and the rewarding process of the teachers. In the light of the data obtained, suggestions were made to practitioners and researchers.
The purpose of this research is to try to determine the causes of conflicts between school administrators and teachers. The research was carried out with 257 school administrators and teachers, who were selected by convenience sampling, working in 42 public secondary schools affiliated to Düzce Provincial Directorate of National Education in the 2020-2021 academic year. Quantitative research design method was used in the research, and the data of the research were collected by using the "Scale of Conflicts Between Administrators and Teachers in Educational Institutions". Normality analysis of the data was made and it was concluded that the data were not normally distributed. In this case; Non-parametric tests such as "Mann Whitney-U" and "Kruskal Wallis" were applied for the findings related to the differences between the demographic variables of school administrators' and teachers' causes of conflict scores. In addition, the analysis of the material causes of conflict, the field of general services, the field of employee services, the field of education and training services and the service areas were made. According to the results of the research, perceptions of the causes of conflict between school administrators and teachers are high. There was no significant difference in the causes of conflict between school administrators and teachers, gender, education level, school type and working time in the institution. Perceptions of the causes of conflict according to the job in the institution are higher in school administrators than teachers in the field of education and training services. According to professional seniority, perceptions of causes of conflict are higher for school administrators and teachers who have a working time of 15-21 years. In the material analysis of the causes of conflict, it was determined that school administrators mostly had conflicts with teachers because of the weekly lesson schedules of the teachers and because of the filling of empty courses, while the teachers mostly had conflicts with the school administrators due to the lack of educational equipment and the rewarding process of the teachers. In the light of the data obtained, suggestions were made to practitioners and researchers.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
