This paper suggests that distributed leadership is a vital first step in making schools flexible enough to respond to new pressures. However, it is then argued that distributed leadership per se does not necessarily imply a commitment to a particular stance on issues of social justice, such as equality, but rather that this can only flow from leaders becoming culturally responsive to the diverse traditions and needs of the changing populations of their schools. We define this combination as ‘distributed culturally responsive leadership’. The second part of the paper attempts to illustrate this argument by closely examining the philosophy and actions of a particular principal who is regarded as an exemplar of good practice. The methodology used in the school case study is described and, finally, we provide a presentation and analysis of the data followed by a discussion of the research findings.

Current approaches to the regulation of schools in most jurisdictions tend to combine elements of external inspection with systems of internal self-evaluation. An increasingly important aspect of the theory and practice of both, but particularly the latter, revolves around the role of other actors, primarily parents and students, in the process. Using literature review and documentary analysis as the research method, this article explores the research literature from many countries around the concerns of schools and teachers about giving a more powerful voice to parents and pupils. Then, focusing on Ireland, this article tries to clarify three things, official policy concerning stakeholder voice in school self-evaluation and decision making, the efforts by schools to implement this policy and the response to date of school leaders and teachers to this rather changed environment. Using Hart’s ladder of genuine, as opposed to token, participation, it is argued that policy mandating parental and student involvement has evolved significantly, that schools have responded positively and that there is little evidence, as yet, of teacher concern or resistance. This response is explained by the low stakes and improvement-focused education environment; the controlled, structured and simplified nature of the self-evaluation process; and the limited extent of parental and student participation in decision making.

The purpose of this paper, which is part of a three-year EU Erasmus+-funded study titled ‘Distributed Evaluation and Planning in Schools’ (DEAPS), is to provide an analysis of policies, structures, processes, supports and barriers that exist to enable or inhibit the involvement of students and parents in school evaluation in four European countries (Belgium, Ireland, Portugal and Turkey). Document analysis was used for this study and some 348 peer-reviewed articles, and 28 national and transnational policy documents were included in the analysis. Based on this review it would be reasonable to suggest that the student/parent voice agenda around evaluation in schools remains, by and large, aspirational. It is extolled in policy but in practice is mainly tokenistic with very little evidence of impact on the work of schools. In light of this, it is argued that government and school-level policies and strategies need to be reconsidered to enhance students’ and parents’ engagement in school evaluation. As a first step, significant further empirical research on the limitations on and conditions necessary for stakeholder voice in education is required.

Öz. Türkiye'de öğretmen arz-talep dengesi gözetilmeden yetiştirilen ya da farklı şekilde (kaynak alan dışı, pedagojik formasyon, kısa süreli eğitimler gibi) öğretmen olma hakkı kazanan adaylar mezun olduktan sonra istihdam konusunda ciddi sorunlarla karşılaşmaktadır. Bu çalışmada atanamayan öğretmen olarak ücretli öğretmenlerin deneyimledikleri sorunları ortaya çıkarmak amaçlanmaktadır. Araştırmada nitel araştırma yöntemlerinden fenomenoloji deseni kullanılmıştır. Çalışma grubu Ankara kamu okullarında görev yapan 21 ücretli öğretmen ile eğitim planlaması konusunda uzman dört öğretim üyesinden oluşmaktadır. Görüşme ve açık uçlu anketlerle toplanan veriler içerik analizi yöntemi ile analiz edilmiştir. Araştırmanın bulgularına göre katılımcılar, atanamayan öğretmen sorununu bağımlı ve umutsuz nesiller, plansızlık, siyasal bir sonuç, insan kaynağının sömürülmesi olarak görmektedir. Diğer taraftan katılımcılar atanamayan öğretmenlerin karşılaştıkları sorunları psiko-sosyal (tükenmişlik, yabancılaşma, intihar), istihdamla ilgili (güvencesiz, alan dışı işlerde çalışma) ve geçim sıkıntısı, merkezi sınav, çevre baskısı şeklinde tanımlamaktadır. Katılımcıların görüşlerine göre öğretmen istihdamında yaşanan bu sorunlar eğitim ve atama politikaları, öğretmen farkındalığını yükseltmek, alternatif eğitim görevleri ve mesleki yönlendirme gibi uygulamalarla çözülebilir.Anahtar Kelimeler: Öğretmen istihdamı, öğretmen ataması, atanamayan öğretmen sorunu, öğretmen yetiştirme Abstract. In Turkey, after graduation without analysis of teacher demand-supply, candidates, trained as a teacher or gain right to become a teacher in different ways (such as out-of-field teaching, pedagogical formation, short-term courses), have faced serious problems about employment. This study aims to identify the problems, the paid-teachers as non-appointed teachers have experienced. In this study, a qualitative research method and phenomenological research design were used. The study group consists of 21 paid-teachers, working at state schools in Ankara and 4 academicians, expert on educational planning. Data collected by means of interviews and open-ended questionnaires, was analyzed by the content analysis method. According to the findings, the participants have regarded the problem of non-appointed teacher as dependent and hopeless generations, planlessness, political choice, human resource exploitation. On the other hand, participants have described the problems of non-appointed teachers, like psycho-social (burnout, alienation, suicide), employment problems (not guaranteed jobs, out-of-field jobs), and financial difficulty, national exam, social pressure. According to views of participants, teacher employment problems can be solved by means of education and employment policies, raising teachers'awareness, alternative education missions and vocational guidance.

Inspection and evaluation in education gained a different dimension with the implementation of concepts such as accountability, transparency and effectiveness to educational organizations. School self-evaluation is put into practice based on evidence in cooperation with stakeholders in order to develop and improve schools accordingly. The overall objective of this research is to develop a school self-evaluation model supporting school development for public secondary schools.