Eğitim Yönetimi Yüksek Lisans Programlarının Verimliliğinin İncelenmesi

Abstract

The aim of this study is to investigate efficiency of master programmes on educational management according to independent variables. Quantitative study techniques were used in this research. This is a descriptive research designed as survey model. This study aims to describe current situation of educational management master programmes and students' ideas towards these programmes at universities. Descriptive statistics were used and p<.05 was considered statistically significant. At this study 'efficiency scale' developed by Özcan (2014) was used. The scale is consisted of 25 items and 3 sub-dimensions. Subdimensions of the scale are 'master programme courses and evaluation', 'beneficiary level of the participants from the program', 'physical conditions and lecturing'. Kaiser-Meyer-Olkin (KMO) value of the scale is .935, and Bartlett's test of sphericity value of the scale is 4813,985. In addition Cronbach Alpha value is .91, Spearman-Brown coefficient is 89, Guttman coefficient is .88. The study was conducted 334 participants. Participants are the students studying educational management master degree at different universities. Study group was determined by purposive sampling method. Age, Professional experience, school type, administrative position and master programme type were independent variables of the study. According to age variable, students' in different career stages' expectations and ideas on master programme show differences. As professional experience increases, students' efficiency expectations show differences. School type does not significantly differ the efficiency of master programs. Administrative position significantly differ efficiency of the master program and the difference is between school manager and vice manager. Master type does not significantly differ efficiency of the program. According to the research results age variable significantly differ the efficiency of master degree. Professional experience significantly differ the efficiency of master degree. School type does not significantly differ the efficiency of master degree. Administrative position significantly differ efficiency of the master program and the difference is between school manager and vice manager. Master type does not significantlydiffer efficiency of the program.