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Makale Özeti:
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Araştırma, yönetici ve öğretmen görüşlerine göre, öğretmenlerin kariyer geliştirmelerinde müdürlerin yapması gereken liderlik rolünü ne düzeyde yerine getirdiğini belirlemek amacıyla yapılmıştır. Araştırmada tarama modeli kullanılmıştır. Araştırmanın evrenini İstanbul ili Bahçelievler ilçesinde bulunan 40 ilköğretim okulunda görev yapan 155 yönetici ve 2100 öğretmen oluşturmaktadır. Araştırmanın örneklemini ise, evrenden seçkisiz örnekleme yöntemiyle seçilen 80 yönetici ve 313 öğretmen oluşturmaktadır. Araştırma nicel bir araştırma olup, veriler araştırmacı tarafından geliştirilen 30 maddelik ölçme aracı ile toplanmıştır. Kullanılan aracın maddeleri Likert tipi olup, değerlendirme beşli skala üzerinden yapılmıştır. Ölçme aracı ile elde edilen veriler, ortalama, standart sapma, t testi ve tek yönlü varyans analizi (anova) ile çözümlenmiştir. Yönetici ve öğretmen görüşlerine göre, müdürler, öğretmenlerin kariyer geliştirmelerindeki liderlik rollerini arasıra yerine getirmişlerdir. Yönetici ve öğretmen algılarında, kıdem ve görev değişkenlerine göre anlamlı farklılıklar bulunmuştur. Hizmet içi eğitim ve ödül değişkenine göre ise anlamlı bir farklılık bulunamamıştır.
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Alternatif Dilde Özet:
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Career is a stepwise and continuous progression of a person and his/her gaining experience and skills in any profession through years s/he can work (Aytaç 1997, 17). As for career development, it handles career activities systematically and within a formal structure (Erdoğmuş 2003, 16). With career development activities, the amount and quality of the goods and services produced by the organization increase, organizations own more skilled labor, accidents decrease in number and energy consumption is economized, positive working relations improve, time loss is prevented, workers’ morale is boosted and job satisfaction is maximized. (Baron 1989, 79; Cited: Çınkır 2003, 86-87: Başaran 1992, 23). Therefore, personal development efforts of workers must be supported. Headmasters as well must provide teachers with all kinds of opportunity for their career development.
The fact that teachers be in a continuous development process is important, not only for a vocational aspect, but also for being useful for students and institution. In this respect, taking steps for providing teachers’ career development continually and making necessary arrangements are among substantial duties of headmasters.
In this context, the aim of the study is to determine to what extent headmasters perform their leadership role regarding teachers’ career development according to opinions of managers and teachers serving in primary education schools.
Method: General screening model was used in the study. Target population of the study consisted of 155 managers and 2100 teachers working in 40 primary schools in İstanbul province Bahçelievler district in 2008-2009 education year. Sample of the study was formed by 80 managers and 313 teachers, 393 teachers and managers in total chosen by random sampling method from population. Uni-dimensional and 30 point data collection tool was developed to collect data. Alpha value of the tool was calculated 0.97, which shows reliability of the tool is high.
SPSS 11,5 package program was used to analyze data. Arithmetic mean and standard deviation values were scanned in order to determine to what extent headmasters perform their leadership role regarding teachers’ career development according to manager and teacher opinions. To determine the significant difference between managers and teachers’ perceptions in regard to position, prize and in-service training variables, t test and for seniority variable, one-way analysis of variance (ANOVA) were performed and for situations where difference found Tukey’s HSD test was used. Results are interpreted in this sense. Level of significance was p<0,05.
Findings: It is seen that headmasters ‘sometimes’ perform their leadership role ( =3.35) on teachers’ career development in general according to manager and teacher opinions. While managers and teachers showed the highest level of participation with arithmetic mean ( = 4.04) to the article ‘’headmasters follow legislations concerning education and teacher development and inform teachers in time’’, they showed the lowest level of participation to the article “they bring experts on fields teachers need and provide knowledge sharing’’ ( =2.86).
Regarding the position variable, teachers find headmasters’ level of performing their leadership role on teachers’ career development ( =3.18), more insufficient than managers do ( =4.00). No significant difference between managers’ and teachers’ perceptions on leadership role of headmasters in teachers’ career development is found in regard to prize and in-service training variables. Regarding the seniority variable, managers and teachers having 1-5 years’ seniority find headmasters’ level of performing their leadership role on teachers’ career development more insufficient with an average ( =3.22), than managers and teachers having 21 or more years’ seniority with an average ( =3.71).
Conclusion and Discussion: According to manager and teacher opinions, headmasters ‘sometimes’ perform their leadership role on teachers’ career development in general. This conclusion is supported by Bakioğlu and İnandı’s (2001) research result. This indicates that headmasters cannot properly perform their leadership role in teachers’ career development. Yet, headmasters, who are in the leading position, must ‘usually’ or ‘always’ perform the subjects noted. Hereunder, it is not possible to say that headmasters fulfill their leadership role in teachers’ career development precisely. It must be acquainted that career development is essential for person and organization and headmasters must give heed to this subject. However, it is seen that such reasons as bureaucratic and legal regulations, time limitedness, different expectations on headmaster’s role, lack of education on leadership, lack of vision, decisiveness and courage and resource shortage (Gümüşeli 1996, 203-206) pose a challenge.
Despite all, one of the most important functions of headmasters in school is to take an active role in developing school stuff (Aydın 2005, 212).
Regarding the position variable, teachers find headmasters’ leadership role in teachers’ career development more insufficient than managers do. Teachers, righteously, consider headmasters to be strong to do a lot more things about teachers’ career development practices.
Regarding the seniority of managers and teachers, managers and teachers having 1-5 years’ seniority find headmasters more insufficient on career development than managers and teachers having 21 or more years’ seniority. Similar conclusions are reached in Bakioğlu and İnandı’s (2001) study, too.
Prize and in-service training variable doesn’t make a significant difference between managers’ and teachers’ perceptions on leadership role of headmasters.
Headmasters must be qualified for how they can help teachers in their career development practices and obstacles standing on the way of career development studies of headmasters must be surmounted.
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