Evaluation of teachers’ opinions on sustainability of school-based change policies<p>Öğretmenlerin okul temelli değişim politikalarının sürdürülebilirliğine ilişkin görüşlerinin değerlendirilmesi

Authors

  • Betül Balkar University of Gaziantep; Education Faculty; Department of Educational Sciences
  • Nazife Karadağ University of Adıyaman; Education Faculty; Department of Educational Sciences

Keywords:

School based change policies, sustainable change policies, secondary school teachers, secondary schools, change management, Okul temelli değişim politikaları, sürdürülebilir değişim politikaları, ortaokul öğretmenleri, ortaokullar, değişim yönetimi

Abstract

The aim of this study is to determine the opinions of secondary school teachers on sustainability of school-based educational and administrative change policies at schools. Qualitative and quantitative research methods and techniques were used together in the study and therefore the study was conducted through mixed research method. The participants of the study consisted of 210 secondary school teachers working in the central districts of Gaziantep province. The participants were chosen by using maximum variation sampling on a volunteer basis. Data of the study were collected through an interview form including standardized open-ended questions. Qualitative and quantitative techniques were used in the analysis of collected data. As a result of the study, it is determined that school-based change policies were especially established for educational issues. Change policies should be accordant with school culture and should be systematic in order to gain acceptance of teachers and become practicable in this way. It is also revealed that teachers should have a certain number of characteristics facilitating implementation of changes. It is concluded that internal and external factors should be considered together and teachers’ and school administrators’ professional development should be provided with continuity in order to ensure sustainability of school-based change policies. Based on the results of the study, it is suggested that professional development opportunities for teachers and administrators should be varied and should be enriched in terms of content in order to response to requirements of change effectively.

Özet

Bu araştırmanın amacı; ortaokul öğretmenlerinin okul temelli eğitsel ve yönetsel değişim politikalarının okullarda sürdürülebilirliğine ilişkin görüşlerinin belirlenmesidir. Nitel ve nicel araştırma yöntem ve tekniklerinin bir arada kullanıldığı araştırma karma araştırma yöntemiyle gerçekleştirilmiştir. Araştırmanın katılımcıları Gaziantep ili merkez ilçelerinde bulunan ortaokullarda görev yapan 210 ortaokul öğretmeninden oluşmaktadır. Katılımcılar maksimum çeşitlilik örneklemesi kullanılarak ve gönüllük esasıyla belirlenmiştir. Araştırmanın verileri standartlaştırılmış açık uçlu sorulardan oluşan görüşme formu aracılığıyla toplanmıştır. Araştırma verilerinin analizinde nitel ve nicel veri analizi teknikleri bir arada kullanılmıştır. Araştırmanın sonucunda; okul temelli değişim politikalarının özellikle eğitsel konulara yönelik olduğu belirlenmiştir. Değişim politikalarının öğretmenler tarafından kabul görmesi ve böylece uygulanabilir olabilmesi için, okul kültürüne uygun olması ve sistemli olması gerekmektedir. Aynı zamanda öğretmenlerin de değişimin uygulanmasını kolaylaştıracak birtakım özelliklere sahip olması gerektiği ortaya çıkmıştır. Okul temelli değişim politikalarının sürdürülebilirliğinde okul içi ve okul dışı faktörlerin bir arada değerlendirilmesi ve özellikle yönetici ve öğretmenlerin mesleki gelişimlerinde süreklilik sağlanması gerektiği sonucuna ulaşılmıştır. Araştırmanın sonuçlarına dayalı olarak; değişimin gerekliliklerine etkili bir şekilde cevap verilebilmesi için, öğretmenlere ve okul yöneticilerine sunulan mesleki gelişim olanaklarının çeşitlendirilmesi ve içerik açısından zenginleştirilmesi önerilmektedir.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Author Biographies

Betül Balkar, University of Gaziantep; Education Faculty; Department of Educational Sciences

Betül Balkar is an assistant professor of Educational Administration Supervision Planning and Economics at University of Gaziantep. She has taught educational planning in Turkish Education System, strategic planning processes of schools and universities and educational policies. Her research interests include educational planning, strategic planning and strategic plans of schools and universities, educational policies, decentralization in educational systems and educational leadership.

Nazife Karadağ, University of Adıyaman; Education Faculty; Department of Educational Sciences

Nazife Karadağ is an assistant professor of Educational Administration Supervision Planning and Economics at University of Adıyaman. Her research interests include higher education, leadership and teacher education.

References

Akpınar, B., & Aydın, K. (2007). Eğitimde değişim ve öğretmenlerin değişim algıları. Eğitim ve Bilim, 32(144), 71-80.

Anghelache, V., & Corina Bentea, C. (2012). Educational changes and teachers’ attitude towards change. Procedia-Social and Behavioral Sciences, 33, 593-597. http://dx.doi.org/10.1016/j.sbspro.2012.01.191

Bareil, C., Savoie, A., & Meunier, S. (2007.) Patterns of discomfort with organizational change. Journal of Change Management, 7(1), 13-24. http://dx.doi.org/10.1080/14697010701232025

Bielinska-Kwapisz, A. (2014). Triggers of organizational change: Duration, previous changes, and environment. Journal of Change Management, 14(3), 405-424. http://dx.doi.org/10.1080/14697017.2014.885461

Boonstra, J. (2004). Introduction. In: J.J. Boonstra (Ed.), Dynamics of organizational change and learning (pp.1-24). Hoboken, NJ, USA: John Wiley & Sons, Incorporated.

Cenker, B., & Macaroğlu Akgül, E. (2011). İlköğretim okullarında görev yapan öğretmenlerin okulda değişim yönetiminin gerçekleştirilmesine bakış açılarının incelenmesi. Sakarya University Journal of Education, 1(1), 1-12.

Clement, J. (2014). Managing mandated educational change. School Leadership & Management: Formerly School Organisation, 34(1), 39-51. http://dx.doi.org/10.1080/13632434.2013.813460

Craft, A.R., & Chappell, K.A. (2014). Possibility thinking and social change in primary schools. Education 3-13: International Journal of Primary, Elementary and Early Years Education. http://dx.doi.org/10.1080/03004279.2014.961947

Creswell, J.W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). USA: Sage.

Çalık, T., & Er, E. (2014). İlköğretim okulu öğretmenlerinin okulun değişime açıklığı ile değişim kapasitesi algıları arasındaki ilişkinin incelenmesi. Kuram ve Uygulamada Eğitim Yönetimi, 20(2), 151-172. http://dx.doi.org/10.14527/kuey.2014.007

Çolakoğlu, M. (2005). Eğitim örgütlerinde değişim ve liderlik. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 1, 63-77.

Demirtaş, H. (2012). İlköğretim okullarının değişime açıklığı. İlköğretim Online, 11(1), 18-34.

Gaskell, J. (2008). Learning from the women's movement about educational change. Discourse: Studies in the Cultural Politics of Education, 29(4), 437-449. http://dx.doi.org/10.1080/01596300802410169

Gibbs, G. (2013). Reflections on the changing nature of educational development. International Journal for Academic Development, 18(1), 4-14. http://dx.doi.org/10.1080/1360144X.2013.751691

Gill, R. (2002). Change management--or change leadership? Journal of Change Management, 3(4), 307-318. http://dx.doi.org/10.1080/714023845

Gündüz, Y., & Balyer, A. (2013). Gelecekte okul müdürlerinin gerçekleştirmeleri gereken roller. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 13(3), 45-54.

Hargreaves, A. (1994). Restructuring restructuring: Postmodernity

and the prospects for educational change. Journal of Education Policy, 9(1), 47-65. http://dx.doi.org/10.1080/0268093940090104

Hargreaves, A. (2005). Educational change takes ages: Life, career and generational factors in teachers’ emotional responses to educational change. Teaching and Teacher Education, 21, 967–983. http://dx.doi.org/ 10.1016/j.tate.2005.06.007

Hatch, M.J. (2004). Dynamics in organizational culture. In: M.S. Poole, A.H. Van de Ven (Eds.), Handbook of organizational change and innovation. (pp.190-211) Cary, NC, USA: Oxford University Press.

Helvacı, M.A., Çankaya, İ., & Bostancı, A.B. (2013). Eğitim denetmenlerinin görüşlerine göre öğretmenlerin okullarda değişime karşı direnme nedenleri ve düzeyleri. Kuramsal Eğitimbilim Dergisi, 6(1), 120-135.

Holmes, K., Clement, J., & Albright, J. (2013). The complex task of leading educational change in schools. School Leadership & Management: Formerly School Organisation, 33(3), 270-283. http://dx.doi.org/10.1080/13632434.2013.800477

Johnson, D. P. (2005). Sustaining change in schools: How to overcome differences and focus on quality. Alexandria, VA, USA: Association for Supervision & Curriculum Development (ASCD).

Khamis, A., & Sammons, P. (2007). Investigating educational change: The Aga Khan University Institute for educational development teacher education for school improvement model. International Journal of Educational Development, 27, 572–580. http://dx.doi.org/10.1016/j.ijedudev.2006.12.006

Lam, Y.Y.K. (2006). Local responses to school‐based management in Hong Kong. Educational Studies, 32(2), 171-185. http://dx.doi.org/10.1080/03055690600631085

Levin, M. (2004). Organizing change processes: Cornerstones, methods, and strategies. In: J.J. Boonstra (Ed.), Dynamics of organizational change and learning. (pp. 71-84). Hoboken, NJ, USA: John Wiley & Sons, Incorporated.

Lewin, A.Y., Weigelt, C.B., & Emery, J.D. (2004). Adaptation and selection in strategy and change: Perspectives on strategic change in organizations. In: M.S. Poole, A.H. Van de Ven (Eds.), Handbook of organizational change and innovation (pp.108-160). Cary, NC, USA: Oxford University Press.

Malaklolunthu S., & Shamsudin, F. (2011). Challenges in school-based management: Case of a ‘cluster school’ in Malaysia. Procedia Social and Behavioral Sciences, 15, 1488-1492.

Mcdonald, H., & Ingvarson, L. (1997). Technology: A catalyst for educational change. Journal of Curriculum Studies, 29(5), 513-528. http://dx.doi.org/10.1080/002202797183883

Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. (Second Edition). California: SAGE Publications.

Newton, C., & Tarrant, T. (1992). Managing change in schools: A practical handbook. London, GBR: Routledge.

Oakland, J.S., & Tanner, S. (2007). Successful change management. Total Quality Management & Business Excellence, 18(1-2), 1-19. http://dx.doi.org/10.1080/14783360601042890

Patton, M.Q. (2002). Qualitative research & evaluation methods (3rd ed.). USA: Sage.

Priestley, M., & Miller, K. (2012). Educational change in Scotland: Policy, context and biography. The Curriculum Journal, 23(1), 99-116. http://dx.doi.org/10.1080/09585176.2012.650490

Retallick, J., & Fink, D. (2002) Framing leadership: Contributions and impediments to educational change. International Journal of Leadership in Education: Theory and Practice, 5(2), 91-104. http://dx.doi.org/10.1080/13603120110112864

Robertson, P.J., & Briggs, K.L. (1998). Improving schools through school‐based management: An examination of the process of change. School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, 9(1), 28-57. http://dx.doi.org/10.1080/0924345980090102

Shaffer, S. (1994). Participation for educational change: A synthesis of experience. Paris: UNESCO: International Institute for Educational Planning.

Sheskin, D.J. (2003). Handbook of parametric and nonparametric statistical procedures (Third Ed). USA: Chapman & Hall/CRC Press

Stoddart, T., & Niederhauser, D. (1993). Technology and educational change. Computers in the Schools: Interdisciplinary Journal of Practice, Theory, and Applied Research, 9(2-3), 5-23. http://dx.doi.org/10.1300/J025v09n02_02

Töremen, F. (2002). Eğitim örgütlerinde değişimin engel ve nedenleri. Fırat Üniversitesi Sosyal Bilimler Dergisi, 12(1), 185-202.

Vally G, V.S., & Daud, K. (2015). The implementation of school based management policy: An exploration. Procedia - Social and Behavioral Sciences, 172, 693-700.

Waks, L.J. (2007). The concept of fundamental educational change. Educational Theory, 57(3), 277-295.

Webb, R., & Vulliamy, G. (1999). Managing curriculum policy changes: A comparative analysis of primary schools in England and Finland.

Journal of Education Policy, 14(2), 117-137. http://dx.doi.org/10.1080/026809399286404

Whelan-Berry, K.S., & Somerville, K.A. (2010). Linking change drivers and the organizational change process: A review and synthesis. Journal of Change Management, 10(2), 175-193. http://dx.doi.org/10.1080/14697011003795651

Willower, D.J. (1963). Barriers to change in educational organizations. Theory Into Practice, 2(5), 257-263. http://dx.doi.org/10.1080/00405846309541873

Yates, D., Moore, D., & McCabe, G. (1999). The practice of statistics (First Ed.). New York: W.H. Freeman.

Downloads

Published

2015-09-12

How to Cite

Balkar, B., & Karadağ, N. (2015). Evaluation of teachers’ opinions on sustainability of school-based change policies&lt;p&gt;Öğretmenlerin okul temelli değişim politikalarının sürdürülebilirliğine ilişkin görüşlerinin değerlendirilmesi. Journal of Human Sciences, 12(2), 703–728. Retrieved from https://j-humansciences.com/ojs/index.php/IJHS/article/view/3262

Issue

Section

Educational Administration and Management