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Bu araştırmada, Kıbrıs Türk kesimi ve Kıbrıs Rum kesimi öğretmenlerinin “Denetmenliğe yükseltilme sırasında kullanılan yükselme kriterleri” konusundaki görüşlerini belirlemek amaçlanmıştır. Araştırma amacına bağlı olarak çalışmada, iki kesimdeki öğretmenlerin konu ile ilgili görüşleri karşılaştırmalı olarak incelenmiştir. Araştırmanın literatürü temelinde; denetim ve denetleme kavramları ile her iki kesimin de denetmenliğe yükselme kriterleri açıklanmıştır. Çalışmada yöntem olarak nitel araştırma yaklaşımı ele alınmış ve yarı yapılandırılmış görüşme tekniği kullanılmıştır. Öğretmenlere, “Denetmenliğe yükselme kriterleri” konusundaki görüşlerini tespit etmek amacı ile araştırmacılar tarafından geliştirilen ve uzman kişilerden görüş alınarak son şekli verilen üç tane açık uçlu görüşme sorusu sorulmuştur. Sorular, katılımcılara sorulmadan önce, küçük bir grup üzerinde pilot uygulama yapılmıştır. Araştırmanın örneklemini, 2019-2020 eğitim-öğretim yılında Kuzey Kıbrıs Milli Eğitim Bakanlığına bağlı 5 tane ilkokulda görev yapan 10 tane sınıf öğretmeni ve Güney Kıbrıs Rum Yönetimi Eğitim Bakanlığına bağlı 5 tane ilkokulda görev yapan 10 tane sınıf öğretmeni olacak şekilde, toplam 20 tane ilkokul öğretmeni oluşturmuştur. Öğretmenlere araştırmacılar tarafından bire bir ulaşılmış ve ilk olarak öğretmenlerden görüşlerini kağıda yazmaları istenmiş, daha sonra ise sorularla ilgili görüşmeler yüz yüze yapılarak, veri kaybını önlemek için ses kayıdı alınmıştır. Görüşmeler ikişer saatlik zaman dilimi içerisinde, okul saatleri dışarısında gerçekleştirilmiştir. Kuzey Kıbrıs’taki öğretmenlere okullarından, Güney Kıbrıs’taki öğretmenlere ise ara bölgede buluşma ayarlanarak ulaşılmıştır. Araştırma kapsamında öğretmenlere: “Eğitim Bakanlığınıza bağlı “Denetleme Yasasında” yer alan, denetmen olma kriterleri konusunda genel olarak ne düşünüyorsunuz? Sizce bu kriterler yeterli mi? Neden?; Yasada yer alan denetmen olma kriterlerinin uygulanırlığı yönünde ne düşünüyorsunuz?; Mevcut denetmenleri, seçilme kriterlerini de dikkate alarak değerlendirirseniz, neler söyleyebilirsiniz?” şeklinde sorular yönetilmiştir. Araştırmadan elde edilen bulgularda; öğretmenlerin gözünde, kriterlerin yasalara bağlı olarak ilerlemediği, yasada yazılan şekilde uygulanmayan kriterlerin her iki toplum öğretmenleri için de rahatsızlık yarattığı görülmüştür. Yine her iki toplum öğretmenleri de kriter sisteminin genelinden memnunken, teknoloji kullanımı, lisans üstü eğitim gibi konulara daha fazla önem verilmesi gerektiğini vurgulamışlardır. Öğretmenlere uygulamadaki sıkıntılardan dolayı denetmen olan kişilerin yetersizliğinden bahsetmişlerdir. Buna ek olarak KKTC’de görev alan öğretmenler denetmen olma kriterlerindeki belge ile puan toplama sisteminin kısmen doğru olduğunu; fakat toplanan belgelerin kalitesi ve dağıtımında sıkıntılar olduğunu; belgelere verilen puanların, puanlama oranı açısından eşitlik ilkesine uygun olmadığını, bu nedenle de bazı belgelerin öğretmenlik ve denetmenlik yapma açısından mesleki olarak herhangi bir katkı sağlamadığını vurgulamışlardır. Sonuç olarak, bu araştırma bulgularından yola çıkarak kriter sisteminde bazı değişiklikler yapılmasının gerektiği, toplanan belgelerde belli bir nitelik ve eğitime katkı sağlayacak özellikler aranmasının gerekliliği, belgelerin puanlanması aşamasında adil davranılması gerektiği ortaya çıkmıştır. Araştırma sonucunda, eğitimin denetleme sisteminden sorumlu olan dairelerin her iki toplumda da “dentmen olma kriterlerini” gözden geçirerek sistemde bazı değişiklikler yapılmasının önemli olacağı söylenebilir. Bunun yanında denetmen olacak kişilerde, öğretmenlerden farklı olarak, daha üst bir eğitim düzeyinin aranması gerektiği ve kriterlerin içerisine alanda uzmanlaşma gibi bir maddenin zorunlu olarak konması gerektiği gibi önerilerde bulunulabilir.
In this study, the aim is to determine the views of the teachers of the Cyprus Turkish section and the Cyprus Rum section on "the elevation criteria used during the upgrading to the supervision". Depending on the purpose of the study, the opinions of the teachers in the two departments on the subject were comparatively studied. Based on the literature of the research; the concepts of control and control and the criteria for both departments to rise to control have been explained. In the study, the quality research approach was addressed as a method and a semi-configured conversation technique was used. The teachers were asked for three open-end interview questions developed by researchers and given the final form by consultation from experts in order to identify their views on the "Criteria of Rise to Supervision". The questions, before asked to the participants, were conducted on a small group of pilot applications. The study’s sample, in the 2019-2020 educational year, was created by 10 class teachers working in 5 primary schools connected with the Ministry of National Education of Northern Cyprus and 10 class teachers working in 5 primary schools connected with the Ministry of Education of Southern Cyprus Rum Administration, as a total of 20 primary school teachers. Teachers were reached one by one by the researchers and first asked the teachers to write their opinions on paper, then the conversations on the questions were made face-to-face, the voice record was taken to prevent data loss. The meetings were held within two hours of time, outside school hours. Teachers in Northern Cyprus from their schools and teachers in Southern Cyprus have been reached by arranging meetings in the interregion. In the framework of the research, teachers: "What do you think generally about the criteria to be an auditor in the "Control Act" related to your Ministry of Education? Do you think these criteria are sufficient? Why ?What do you think about the applicability of the criteria to be a supervisor?If you consider the existing auditors, taking into account the criteria for being chosen, what can you say?” Questions are administered. The findings obtained from the research have found that, in the eyes of teachers, the criteria did not progress according to the law, the criteria not applied in the way written in the law have caused discomfort for both community teachers. Again both community teachers have emphasized that more attention should be paid to topics such as the use of technology, graduate education and criteria system as a whole. They told the teachers about the lack of supervisors due to the difficulties in practice. In addition, the teachers in the KKTC have emphasized that the document and the score collection system in the criteria of being the auditor are partially correct; however, there are difficulties in the quality and distribution of the documents collected; the points given to the documents are not in accordance with the principle of equality in terms of the score rate, and therefore some documents do not provide any professional contribution in terms of teaching and audit. As a result, from these research findings, it has been revealed that some changes in the criterion system must be made, the need to seek specific qualities and qualities that will contribute to the training in the collected documents, the need to be treated fairly at the scale of the documents. According to the research, it can be said that it would be important for the departments responsible for the education control system to make some changes in the system by reviewing the "dentment criteria" in both communities. In addition, those who will be inspectors, unlike teachers, may be recommended that a higher level of education should be sought and that a subject such as specialization in the field should be obligatory within the criteria.
In this study, the purpose is to determine the opinions of Cypriot Turkish section and Cypriot Greek section teachers on “promotion criteria used in promotions to supervisor position”. Depending on the objective of the study, the opinions of teachers in both sections were examined comparatively. On the basis of the literature of the study, supervision and inspection concepts as well as the criteria for promotion to supervisor position of both sections are explained. The study employed qualitative approach as method and semi-structured interview technique was used. The teachers were asked three open-ended interview questions developed by the researchers whose final shape was given by experts with the purpose of determining their opinions on “criteria for promotion to supervisor position”. Before the questions were asked to the interviewees, pilot application was made on a small group. The sample of the study consisted of 10 classroom teachers working at 5 elementary schools under Ministry of National Education of Northern Cyprus in 2019-2020 academic year and 10 classroom teachers working at 5 elementary schools under Ministry of National Education of Southern Cyprus Greek Administration in 2019-2020 academic year. The teachers were reached by the researchers in person and they were first asked to write their opinions on paper; then face-to-face interviews were held and it was recorded in order to prevent data loss. Interviews were conducted in two hour periods outside working hours. Teachers in Northern Cyprus were reached from their schools and teachers in Southern Cyprus were reached by arranging meetings in the buffer zone. Within the study, teachers were asked questions such as “In general what do you think about the applicability of criteria for promotion to supervisor position in the “supervision law” of your ministry of education? Do you think that these criteria are sufficient? Why? What do you think about the applicability of criteria for promotion to supervisor position provided in the law? What can you say about current supervisors considering the criteria for being selected?” Findings obtained in the study showed that, in the eyes of teachers, criteria did not progress depending on the law, and that the inapplicable criteria which are written in law created discomfort for the teachers in both societies. Again, teachers in both societies are generally satisfied with the criteria system but they also emphasised that technology usage and graduate education should be more emphasised. They mentioned the inadequacy of people who became supervisor due to the problems in application. In addition, teachers in TRNC stated that collecting points with documents, which is a method mentioned in criteria for supervisor position, was partially accurate; but that there were problems in the quality and delivery of collected documents; that the scores given to documents did not observe the principle of equity in terms of scoring ratios, for which reason some documents did not make any contribution in professional terms for acting as supervisor and teacher. In conclusion, it is found out that some changes should be made in criteria system based on the findings of this study, that in the collected documents certain qualifications and features that will contribute to education should be sought, and that fairness should be ensured in scoring stage of the documents. In the end of the study, it can be said that the offices responsible for supervision of education system in both societies should make some changes in the system upon revising “criteria for supervisor position”. In addition, it can be recommended that in the people who will be assigned as supervisor a higher level of education should be sought and “specialisation in the field” should be made compulsory among the criteria.
Alan : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; İlahiyat; Sosyal, Beşeri ve İdari Bilimler; Spor Bilimleri
Dergi Türü : Uluslararası
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