Okul Yöneti̇ci̇leri̇ Ve Öğretmen Yeterli̇li̇kleri̇ni̇n İncelenmesi̇

Bolat, Emine Yılmaz; ATAŞOĞLU, Fatma

doi:10.31455/asya.1029640

Cited by 3 publications

(1 citation statement)

References 11 publications

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“…Besides the ones listed above, professional competence and merit stand out as the competence areas that school administrators are expected to have. These features can be detailed as knowing management, giving the right job to the right person and being fair (Yılmaz Bolat and Ataşoğlu, 2022). Erdoğan (2006) -evaluating the issue in terms of both humane and technical competencies-claims that administrators can create a working environment in which they can carry out both valuing the employees brought by the neo-classical management approach and task-oriented work brought by the classical management approach.…”

Section: Literature Reviewmentioning

confidence: 99%

Teachers’ Opinions on the Competencies of School Administrators During COVID-19 Outbreak

Kesik

Önen²

2023

IJELS

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The aim of this qualitative-case study was to determine the competencies that school administrators have during the COVID-19 process and the competencies they should have in the post-COVID-19 process according to the opinions of teachers. Using maximum diversity sampling method, the researcher selected 10 teachers working in Izmir in the 2021-2022 academic year. The obtained data by using a semi-structured interview form were analyzed through the content analysis method. Research findings show that administrators mainly carry out technical work and operations related to the smooth execution of the distance education during the COVID-19 process. It also reveals that the majority of administrators are successful in technical competencies that include knowledge and skills related to their field of expertise. Based on the research findings, it can be said that both in the COVID-19 process and in the post-COVID-19 process, administrators should improve themselves not only in technical competencies, but also in humane and conceptual competencies and they should have information, technology and emotional literacy skills. Further conclusions and implications were also discussed.

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Section: Literature Reviewmentioning

confidence: 99%

Teachers’ Opinions on the Competencies of School Administrators During COVID-19 Outbreak

Kesik

Önen²

2023

IJELS

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Evaluation of Science Education for Students with Visual Impairment: Views of Teachers and Administrators

Sellioğ,

Sürmeli

2024

AÜEBFÖED

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Introduction: Science education for students with visual impairment requires an inclusive education system. Understanding the science learning process of these students and determining their problems and needs in education constitute the basis of inclusive education. Therefore, it is crucial to evaluate the teaching strategies and material choices of science teachers to create an effective and accessible learning environment. School administrators are also decisive in providing support and resources, developing teachers and meeting the needs of this process. Therefore, this study aimed to examine the opinions of science teachers and school administrators working in secondary schools for the visually impaired about the difficulties encountered by students with visual impairment in science education and solution suggestions. Method: The present study was designed with case study, one of the qualitative research designs. The study group consisted of 24 participants, including 14 science teachers and 10 school administrators working in secondary schools for the visually impaired in Türkiye in the 2022-2023 academic year. The data were obtained through a semi-structured interview technique. Content analysis was used to analyse the data. Findings: The findings showed that the content of the curriculum was prepared intensively, the course duration was insufficient and the acquisitions were too many, teaching materials for many senses should be prepared and there were printing errors in the textbooks. It was determined that students had difficulties arising from the reader in the measurement and evaluation process. Discussion: The findings obtained in this study suggest that there are needs in providing science education for students with visual impairment. In the teaching of science course, the problems arising from the visual problems of students affected by visual impairment make it difficult for them to have the same opportunities as their peers with normal development. Thus, there is a need to determine the special needs of the students and make educational arrangements for their disability levels.

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İlkokullarda Görev Yapan Öğretmenlerin Öğretmenlik Mesleğinde Mesleki Gelişim ve Meslek Kanunu'na İlişkin Görüşleri

GÜVEN,

BARLAS

2023

Türk Eğitim Bilimleri Dergisi

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Meslek Kanunu’nun kabulü beraberinde birçok tartışma getirmiş bu durum öğretmenler arasında olumlu ya da olumsuz farklı görüşlerin oluşmasına neden olmuştur. İlkokullarda görev yapan öğretmenlerin öğretmenlik mesleğinde mesleki gelişim ve Meslek Kanunu'na ilişkin görüşlerini ortaya çıkarmak amacıyla gerçekleştirilen bu çalışma, nitel araştırma yöntemlerinden biri olan durum çalışması desenine uygun olarak tasarlanmıştır. Araştırmanın çalışma grubunu Türkiye’de ilkokullarda görev yapan ve homojen örnekleme yolu ile seçilen toplam 32 sınıf ve branş öğretmeni oluşturmuştur. Araştırmada nitel araştırma yöntemi, desen olarak ise durum çalışması tercih edilmiştir. Araştırmanın verileri açık uçlu sorulardan oluşan anket ile toplanmış, elde edilen veriler içerik analiz tekniği ile çözümlenmiştir. Analiz sonucu elde edilen bulgulara göre; mesleki gelişim kavramının öğretmenler tarafından mesleki yönden kendini geliştirmek ve yeniliklere uyum sağlamak olarak ifade edildiği görülmüştür. Ayrıca öğretmenlik mesleğinde mesleki gelişimi sağlamada en önemli kavramın öğretmenlerin eğitimlere katılması ile sağlanabileceği, öğretmenlerin Meslek Kanunu hakkındaki görüşlerinin olumsuz olduğu; öğretmenlerin kariyer planlamasına yönlendirmesinin Meslek Kanunu’nun en olumlu yönü olarak görüldüğü, öğretmenler arasında ayrışma yaşanacağı görüşünün ise Öğretmenlik Meslek Kanunu’nun en olumsuz yönü olduğu sonuçlarına ulaşılmıştır.

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Okul Yöneti̇ci̇leri̇ Ve Öğretmen Yeterli̇li̇kleri̇ni̇n İncelenmesi̇

Cited by 3 publications

References 11 publications

Teachers’ Opinions on the Competencies of School Administrators During COVID-19 Outbreak

Teachers’ Opinions on the Competencies of School Administrators During COVID-19 Outbreak

Evaluation of Science Education for Students with Visual Impairment: Views of Teachers and Administrators

İlkokullarda Görev Yapan Öğretmenlerin Öğretmenlik Mesleğinde Mesleki Gelişim ve Meslek Kanunu'na İlişkin Görüşleri

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