ANAOKULLARINDA ÖĞRETMEN-İŞ UYUMUNA İLİŞKİN OKUL YÖNETİCİLERİNİN GÖRÜŞLERİ

Year 2024, Issue: 72, 155 - 181, 31.10.2024

Canan Albez , Zeynep Dağ

https://doi.org/10.21764/maeuefd.1379065

Abstract

Bu araştırma, anaokulu yöneticilerinin öğretmen-iş uyumuna ilişkin görüşlerini yansıtmaktadır. Temel nitel araştırma desenine sahip bu araştırmanın verileri, 2022 yılında Erzurum’da görev yapan 19 okul yöneticisinden elde edilmiştir. Veri toplama aracı olarak kullanılan yarı yapılandırılmış görüşme formuna verilen yanıtlarda üç tema ve 14 kategori ortaya çıkmıştır. Araştırma bulgularına göre, anaokullarında öğretmen-iş uyumu için mesleki eğitim ve deneyim önemlidir. Katılımcıların ifadelerinden çalışan öğretmenler arasında öğretmen-iş uyumu yüksek ve düşük öğretmenler olduğu anlaşılmıştır. Araştırmada mevcut öğretmen seçme yönteminin ve hizmet içinde uygulanan aday öğretmen eğitim programının öğretmen-iş uyumunu artırmada yetersiz kaldığı tespit edilmiştir. Öğretmen-iş uyumunun kurumsal işleyiş, okul yönetimi, öğrenci gelişimi ve okul atmosferi açısından önemli faydaları olduğu belirlenmiştir. Araştırmada anaokullarına yönelik öğretmen-iş uyum kriterleri arasında iletişim ve işbirliği, eğitim durumu, kişisel ve mesleki gelişim, mesleki bilgi-beceri, mesleki değerler, öğrenciye yaklaşım, kişisel özellikler öne çıkmıştır. Araştırmada öğretmen-iş uyumunu artırmaya yönelik önerilere yer verilmiştir.

Keywords

Okul yöneticisi, anaokul öğretmeni, kişi-iş uyumu, öğretmen-iş uyumu, nitel araştırma

Ethical Statement

"Anaokullarinda öğretmen-iş uyumuna ilişkin okul yöneticilerinin görüşleri” başlıklı çalışmanın yazım sürecinde bilimsel, etik ve alıntı kurallarına uyulmuş; toplanan veriler üzerinde herhangi bir tahrifat yapılmamıştır. Karşılaşılacak tüm etik ihlallerde “Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi Yayın Kurulunun” hiçbir sorumluluğunun olmadığı, tüm sorumluluğun Sorumlu Yazara ait olduğu ve bu çalışmanın herhangi başka bir akademik yayın ortamına değerlendirme için gönderilmemiş olduğunu taahhüt ederim.

School Administrators' Opinions On Teacher-Job Fit In Kindergartens

Abstract

This research reflects school administrators’ views on teacher-job fit. Data for this research, with a basic qualitative research design, were obtained from 19 school administrators working in Erzurum in 2022. The responses to the semi-structured interview form used as a data collection instrument yielded three themes and 14 categories. According to the research findings, vocational education and experience are important for teacher-job fit. It was understood from the participants' responses that among working teachers, there were teachers with high and low teacher-job harmony. The study found that the candidate teacher training programme conducted in-service and the present teacher selection process were insufficient to improve teacher-job harmony. Teacher-job fit harmony has significant benefits in terms of institutional functioning, school management, student development, and school atmosphere. Among the teacher-job fit criteria for kindergartens, attitudes towards students, personal characteristics, professional abilities and knowledge, educational status, communication, personal and professional development, and professional values came to the fore. The study includes recommendations for improving teacher-job fit.

Keywords

School administrator, kindergarten teacher,, person-job fit, teacher-job fit, qualitative resarch

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