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Bu çalışmada eğitim yönetiminde yerel baskı gruplarının etkisine yönelik okul yöneticilerinin fikirlerini tespit etmek amaçlanmıştır. Yönetim sürecinde, okul çevre ilişkisi ve baskı grupları ile ilgili tarama çalışması yapılmıştır. Eğitim yöneticileri ile görüşmeler yapılmıştır. Nitel araştırma yöntemleri ile çalışılmış olup olgubilim desenine göre düzenleme yapılmıştır. Görüşme formu kullanılarak veri toplanmış betimsel analiz yöntemi kullanılmıştır. Çalışma grubunu, Samsun İli, İlkadım ve Çarşamba İlçelerinden 32 okul yöneticisi oluşturmuştur. Araştırmada, yöneticilere, Okulların çevresindeki aktörlerin (kişi/kurum/kuruluş) okul yönetiminin aldığı kararları etkilediğini düşünüyor musunuz? Açıklayınız. Okul çevresinin okul yönetiminden ne tür talepleri olmaktadır? Bu konuda yaşadığınız olaylardan bahseder misiniz? Okullarda alınan kararlarda, karşılanması ya da yönetilmesi sıkıntılı talepler olduğunda ne yapıyorsunuz? Bu isteği yerine getirme ya da yerine getirmeme durumunda yaşanan sıkıntıları nasıl çözüyorsunuz? Okul çevresi ile okul yönetimi arasındaki ilişkinin sağlıklı yürütülmesi adına ihtiyaç duyulan düzenlemeler var mı? Bu konudaki düşüncelerinizi paylaşır mısınız? Soruları yöneltilmiş ve buna ilişkin görüşler belirtilmiştir.
Bulgulara göre okul çevresindeki aktörlerin okul yönetimini etkilediği sonucuna varılmıştır. Yapılan araştırma neticesinde eğitim yönetimi sürecine etki eden çevresel baskı unsurlarının; sendikalar, öğrenci aileleri, siyasi gruplar ve basın, ticari kuruluşlar, yerel yöneticiler, siyasi partilerin yerel temsilcileri olduğu belirlenmiştir. Okul yönetimine etki eden çevresel baskı unsurlarının talepleri olarak daha çok reklam, ticari amaçlı beklentiler, tanıtım yapma, personel ve öğrenci işlerine yönelik olduğu; siyasi partilerin ise üye kazanma olduğu görülmüştür. Aynı zamanda başa çıkılamayan taleplerin okul yönetiminde; mesleki motivasyonlarını kaybetmelerine, mesleki ve kişilik olarak özsaygı kaybına uğrattığı ve duygusal olarak kendini yetersiz, çaresiz, önemsiz ve dışlanmış hissetmelerine, kırgınlık yaşamalarına ve boş verme gibi duygulara kapılmalarına neden olduğu belirlenmiştir.
This study aims to identify the ideas of school managers on the influence of local pressure groups in education management. During the management process, scan work on school environmental relationships and pressure groups was carried out. Talks were held with educational managers. It has been studied with the methods of research and has been arranged according to the model. The image analysis method used data collected using the interview form. The work group was formed by 32 school managers from Samsun Illi, Primadim and Wednesday districts. Do you think in the research, the managers, the actors around the schools (persons/institutions/institutions) are influenced by the school management’s decisions? Your explanation. What are the requirements of the school environment from school management? Are you talking about the events you have experienced about this? What do you do when there are trouble with decisions taken in schools, meeting or managing demands? How do you resolve any problems in the event that this request is fulfilled or not fulfilled? Are there any arrangements needed for a healthy conduct of the relationship between the school environment and the school management? Do you share your thoughts on this? Questions were addressed and opinions were given.
The findings have found that actors around the school have influenced the school management. The research found that the environmental pressure elements that influence the education management process are local representatives of trade unions, student families, political groups and the press, commercial organizations, local governors, and political parties. The environmental pressure that affects the school’s administration is more targeted to advertising, commercial expectations, advertising, staff and student affairs, and the political parties are winning membership. In school management, the demands that are not addressed have also been determined as they lose their professional motivation, lose their self-esteem as a professional and personality, and feel emotionally insufficient, desperate, insignificant and excluded, experience anger, and get stuck in emotions like giving up.
In this study, it was aimed to determine the opinions of school administrators about the influence of local pressure groups in educational administration. A survey study was conducted on the school-environment relationship and pressure groups in the management process. Interviews were conducted with education administrators. Qualitative research methods were used and organised according to the phenomenological design. Data were collected using an interview form and descriptive analysis method was used. The study group consisted of 32 school administrators from İlkadım and Çarşamba Districts of Samsun Province. In the study, the administrators were asked: Do you think that the actors (person/institution/organisation) around the schools affect the decisions taken by the school administration? Explain. What kind of demands do the school environment have from the school administration? Can you tell us about the incidents you have experienced in this regard? What do you do when there are troublesome demands to be met or managed in the decisions taken in schools? How do you solve the problems in case of fulfilling or not fulfilling this request? Are there any arrangements needed for the healthy execution of the relationship between the school environment and school administration? Can you share your thoughts on this issue?
According to the findings, it was concluded that the actors in the school environment affect the school administration. As a result of the research, it was determined that the environmental pressure factors affecting the education management process are trade unions, student families, political groups and press, commercial organisations, local administrators, local representatives of political parties. It was seen that the demands of the environmental pressure factors affecting the school administration were mostly related to advertisement, commercial expectations, promotion, personnel and student affairs; while political parties were seen to gain members. At the same time, it was determined that the demands that could not be coped with caused school administrators to lose their professional motivation, to lose their professional and personal self-esteem, to feel emotionally inadequate, helpless, insignificant and excluded, to experience resentment and to feel feelings such as letting go.
Alan : Sosyal, Beşeri ve İdari Bilimler
Dergi Türü : Uluslararası
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