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Okul yönetimlerinden, öğretimsel liderliğe eşlik eden hesapverebilirlik talepleri artma eğilimindedir. Bu çalışmanın temel amacı, okul yöneticilerinin perspektifiyle öğretimsel hesapverebilirlik olgusunun, okullarda nasıl deneyimlendiğini betimlemektir. Nitel araştırmanın olgubilim deseni kullanılarak aşamalı teknikle önce etkileşimli ortamlarda odak grup görüşmesiyle (n=8) ardından etkileşimsiz ortamlarda yarı-yapılandırılmış görüşmelerle (n=20) veriler toplanmıştır. Katılımcılar, 2017 Nisan-Mayıs döneminde Aksaray ili merkez, ilçe ve köylerinde çalışan okul yöneticilerinden maksimum çeşitlilik sağlamak için kasıtlı şekilde belirlenmiştir. Veriler, içerik analiziyle incelenerek sonuçlara ulaşılmıştır. Çalışma sonunda, okullarda bilinçli, sistematik bir öğretimsel hesap sorma-verme işleminin gerçekleşmediği kazanımların tam edindirilemediği bu konuya yeterli önem verilmediği saptanmıştır. Kazanımların edinilme düzey ve kalitesi hakkındaki belirsizlik dikkate alınarak okullarda geçerli ve güvenilir bir öğretimsel hesapvermenin gerçekleşebilmesi için öneriler geliştirilmiştir.
The demand for comptability from the school management, accompanied by teaching leadership, tends to increase. The main objective of this study is to describe how the facts of teaching comptability are experienced in schools from the perspective of school managers. The data was collected in the interactive environments first with the focus group interviews (n=8) and then with the semi-built interviews (n=20) in the interactive environments. Participants were deliberately identified in the period April-May 2017 to provide maximum diversity from school managers working in the Aksaray city centre, district and village. The data is studied through content analysis to the results. At the end of the study, it was found that there was no conscious, systematic teaching accounting process in schools; that the achievements were not fully obtained; that the subject was not given sufficient attention. Due to the uncertainty about the level and quality of the acquisition of the profits, recommendations have been developed to ensure that a valid and reliable teaching calculator can be carried out in schools.
Demanding for accountability accompanied to instructional leadership from school administration has been increasing. The main purpose of this study was to find out how instructional accountability experienced in schools based on the perspective of the school administrators. Utilizing phenomenology design in qualitative research, we collected data through a stepwise manner including focus-group interviews (n=8) as interaction environment then semi-structured interviews (n=20) as individually controlled environment techniques. To be able to satisfy the maximum diversity, participants were intentionally selected among school administrators working in city centrum, counties and villages in Aksaray province in April-May, 2017. By implementing the content analysis, we had the results. At the end of the study, we conceived the lack of instructional accountability functioning consciously and systematically in schools and educational acquisitions were not fully gained furthermore this issue was not given importance. A valid and reliable accountability mechanism about the level and quality of students’ learning acquisitions was absent. We developed suggestions for establishing a valid and reliable accountability in schools.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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