Okul yöneticilerine aracı üst sistem yöneticilerince uygulanan mobbinge ilişkin algılarının incelenmesi
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Tarih
2021
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Kırıkkale Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Eğitim yönetimi açısından okul müdürleri bulundukları konum itibariyle hem astları olan öğretmenleri yöneten, hem de üstleri olan il ve ilçe milli eğitim müdürlükleri tarafından yönetilen bir konumda bulunmaları sebebiyle hem astları olan öğretmenler hem de üstleri olan il ve ilçe milli eğitim müdürlükleri tarafından mobbinge uğrayabilmektedirler. Bu sebeple okul müdürleri hem mobbing uygulayıcısı hem de mobbing mağduru konumuna gelmektedirler. Okul müdürlerinin kendi yaşadıkları mobbing eylemi sonucunda dışarıya yansıttıkları mobbing davranışlarının azaltılması için, okul müdürlerine mobbing uygulayan üst kurumların ve bu kurumların uyguladıkları mobbingin yönünün ve şiddetinin belirlenmesi gerekmektedir. Bu bağlamda araştırmanın genel amacı; literatürde çoğunlukla mobbing uygulayıcısı olarak ele alınan; ancak hem mobbing uygulayıcısı hem de mobbing mağduru konumunda olabilen okul müdürüne karşı, bağlı oldukları üst yönetici tarafından uygulanan psikolojik yıldırma (mobbing) eyleminin ne şekilde, hangi düzeyde ve ne sıklıkta gerçekleştiğinin belirlenmesidir. Bu çalışma nitel araştırma desenlerinden olgu bilim deseni ile gerçekleştirilmiş ve araştırmanın çalışma grubu küme örneklem yöntemi ile seçilmiştir. Katılımcılar 2020-2021 eğitim-öğretim yılında Kırıkkale İl Milli Eğitim Müdürlüğü'ne bağlı çeşitli okul ve kurum müdürlerinden oluşmaktadır. Araştırmaya toplam 21 okul müdürü katılmıştır. Okul müdürlerinin mobbing algılarının belirlenmesi için araştırmacı tarafından geliştirilen yarı yapılandırılmış görüşme formu kullanılmış, verilerin analiz edilmesi sürecinde içerik analizi yöntemi uygulanmıştır. Veri analizi sonucunda elde edilen bulgulara göre okul yöneticilerinin algılarına dayanarak mobbing olgusuna yönelik üç ana temaya ulaşılmıştır. Bu temalar: (a) eğitsel ve yönetsel algılar, (b) sosyo-psikolojik algılar ve (c) örgütsel davranış algıları olarak belirlenmiştir. Eğitsel ve yönetsel algı teması bağlamında 'mobbing uygulamaları', 'üst yönetimin ulaşılabilirliği', 'okul ve üst yönetim ilişkisi' ve 'eğitim süreçlerine etki' başlıkları altında dört alt tema belirlenmiştir. Sosyo-psikolojik algı teması bağlamında 'sosyal yaşama etki' ve 'okul yöneticisinin üst yönetim algısı' başlıkları altında iki alt tema belirlenmiştir. Örgütsel davranış algıları teması bağlamında ise 'örgüte yansımaları', 'okula etkileri' ve 'okul yöneticisinin kurumla ilişkisi' başlıkları altında üç alt tema belirlenmiştir. Araştırma sonucunda elde edilen veriler tartışılmış ve ilgili literatür ile ilişkilendirilerek okul müdürlerinin maruz kaldığı mobbing konusunda çeşitli önerilerde bulunulmuştur. Anahtar Kelimeler: Mobbing, Okul Müdürü, Aracı Üst Sistem, İl ve İlçe Milli Eğitim Müdürlükleri
In terms of educational administration, school principals can be mobbed by both their subordinate teachers and their superiors, provincial and district national education directorates, as they are in a position managed by both their subordinate teachers and their superiors, provincial and district national education directorates. For this reason, school principals become both mobbing practitioners and victims of mobbing. In order to reduce the mobbing behaviors that school principals reflect on the outside as a result of their own mobbing action, it is necessary to determine the upper institutions that apply mobbing to school principals and the direction and severity of the mobbing applied by these institutions. In this context, the general purpose of the research is to determine how, at what level and how often the action of mobbing applied by the top administrator occurs against the principal of the school, who is mostly considered as a mobbing practitioner in the literature, but can be both a mobbing practitioner and a victim of mobbing. This study was carried out with the phenomenology design, one of the qualitative research designs, and the study group of the research was selected by cluster sampling method. Participants composed of various school and institution directors affiliated to Kırıkkale Provincial Directorate of National Education in the 2020-2021 academic year. A total of 21 school principals participated in the study. According to the findings obtained as a result of data analysis, three main themes were reached for the mobbing phenomenon based on the perceptions of school administrators. These themes were determined as: (a) educational and managerial perceptions, (b) socio-psychological perceptions, and (c) organizational behavior perceptions. In the context of the theme of educational and managerial perception, four sub-themes were identified under the headings of 'mobbing practices', 'accessibility of senior management', 'relationship between school and senior management' and 'impact on educational processes'. In the context of the theme of socio-psychological perception, two sub-themes were identified under the headings of 'impact on social life' and 'perception of senior management of the school administrator'. In the context of the theme of perceptions of organizational behavior, three sub-themes were identified under the headings of 'reflections on the organization', 'effects on the school' and 'relationship of the school administrator with the institution'. The data obtained as a result of the research were discussed and associated with the relevant literature and various suggestions were made about the mobbing that school principals were subjected to. Key Words: Mobbing, School Principal, Mediator Superior System, Provincial and District Directorates of National Education
In terms of educational administration, school principals can be mobbed by both their subordinate teachers and their superiors, provincial and district national education directorates, as they are in a position managed by both their subordinate teachers and their superiors, provincial and district national education directorates. For this reason, school principals become both mobbing practitioners and victims of mobbing. In order to reduce the mobbing behaviors that school principals reflect on the outside as a result of their own mobbing action, it is necessary to determine the upper institutions that apply mobbing to school principals and the direction and severity of the mobbing applied by these institutions. In this context, the general purpose of the research is to determine how, at what level and how often the action of mobbing applied by the top administrator occurs against the principal of the school, who is mostly considered as a mobbing practitioner in the literature, but can be both a mobbing practitioner and a victim of mobbing. This study was carried out with the phenomenology design, one of the qualitative research designs, and the study group of the research was selected by cluster sampling method. Participants composed of various school and institution directors affiliated to Kırıkkale Provincial Directorate of National Education in the 2020-2021 academic year. A total of 21 school principals participated in the study. According to the findings obtained as a result of data analysis, three main themes were reached for the mobbing phenomenon based on the perceptions of school administrators. These themes were determined as: (a) educational and managerial perceptions, (b) socio-psychological perceptions, and (c) organizational behavior perceptions. In the context of the theme of educational and managerial perception, four sub-themes were identified under the headings of 'mobbing practices', 'accessibility of senior management', 'relationship between school and senior management' and 'impact on educational processes'. In the context of the theme of socio-psychological perception, two sub-themes were identified under the headings of 'impact on social life' and 'perception of senior management of the school administrator'. In the context of the theme of perceptions of organizational behavior, three sub-themes were identified under the headings of 'reflections on the organization', 'effects on the school' and 'relationship of the school administrator with the institution'. The data obtained as a result of the research were discussed and associated with the relevant literature and various suggestions were made about the mobbing that school principals were subjected to. Key Words: Mobbing, School Principal, Mediator Superior System, Provincial and District Directorates of National Education
Açıklama
Sosyal Bilimler Enstitüsü, Eğitim Yönetimi ve Denetimi Ana Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
