Examining School Principals’ Evaluations on Teachers in the Context of Instructional Leadership

Yıl 2019, Cilt: 20 Sayı: 1, 254 - 272, 30.04.2019

İsmail Çimen , Fatih Bektaş , Cemil Yücel

https://doi.org/10.17679/inuefd.435812

Cited By: 1

Öz

The
performance evaluation of teachers is a matter of debate in many respects. By
whom and for what purposes the evaluations are carried out is an important
issue for these debates. Different arrangements were made for that issue in the
Turkish Education System. Recently, the school principals take an important
role in the evaluation of teachers. However, there is a need to determine how
school principals, seen as instructional leaders who need to work for the
development and transformation of the school, make evaluations and what roles
those evaluations have for instructional leadership. In recent research, it was
aimed to examine the evaluations made by the school principals in the context
of instructional leadership. The case study was used for the research design.
The study group was constructed using the maximum diversity sampling method and
included school principals who worked at different school levels and
socio-economic environments and had different work experience. It was concluded
that evaluations made by the school principals are more positive in general
terms than the evaluations made by external evaluators. School principals have
accepted that although this process has many points to be developed, it will
reveal more positive results in the future. When considered in the context of
instructional leadership, it can be said that the evaluation process will be
appropriate in many aspects. However, there are some problems - intangibility
of the criteria, increasing tension between teacher and principal, and
ineffective evaluations on different field of specializations- to be addressed
and overcame in the practice of the system that may lead to more compatibility
of the evaluations with instructional leadership.

Anahtar Kelimeler

evaluation, school principal, instructional leadership

Okul Müdürlerinin Öğretmenlerle İlgili Değerlendirmelerinin Öğretimsel Liderlik Bağlamında İncelenmesi

Öz

Öğretmenlerin performans değerlendirmesi birçok
bakımdan tartışılan bir konudur. Değerlendirmelerin kimler tarafından
yapılacağı ve ne amaçla kullanılacağı da bu tartışmalarda önemli bir alanı
kapsamaktadır. Türk eğitim sisteminde de öğretmenlerin performans
değerlendirmesinde farklı düzenlemeler gidilmiştir. Son olarak yapılan
düzenlemeyle birlikte öğretmenlerin değerlendirmesinde okul müdürlerine önemli
bir rol verilmiştir. Günümüzde okulun gelişimi ve dönüşümü için çalışması
gereken öğretimsel liderler olarak görülen okul müdürlerinin uygulamada
değerlendirmeleri nasıl yaptığının ve değerlendirmelerin öğretimsel
liderlikteki rolünün belirlenmesine ihtiyaç vardır. Buradan yola çıkarak bu
araştırmada Türk eğitim sisteminde okul müdürleri tarafından yapılan değerlendirmelerin
öğretimsel liderlik bağlamında incelenmesi amaçlanmıştır. Araştırmada nitel
araştırma desenlerinden durum çalışması olarak tasarlanmıştır. Maksimum
çeşitlilik örnekleme yöntemi kullanılarak oluşturulan çalışma grubuna farklı
okul düzeylerinde ve sosyo-ekonomik çevrelerde görev yapan ve farklı
yöneticilik tecrübesine sahip olan okul müdürleri dâhil edilmiştir.  Araştırmada elde edilen bulgular sonucunda
okul müdürleri tarafından yapılan değerlendirmelerin dış değerlendiriciler
tarafından yapılan değerlendirmelere nazaran genel anlamda daha olumlu
yanlarının olduğunu söylemek mümkündür. Okul müdürleri, bu sürecin
geliştirilmesi gereken birçok noktaya sahip olduğunu kabul etmekle birlikte
daha olumlu sonuçlar doğuracağını belirtmişlerdir. Öğretimsel liderlik
bağlamında ele alındığında ise okul müdürlerinin etkin rol aldığı değerlendirme
sürecinin birçok bakımdan uygun olacağı söylenebilir. Ancak sistemin
işleyişindeki kriterlerin somut olmaması, öğretmen ve yönetici arasındaki
gerilimin artması, farklı uzmanlık alanlarında değerlendirmenin yetersizliği
gibi sorunların giderilmesi değerlendirmelerin öğretimsel liderlikle daha fazla
bağdaşmasını sağlayabilir. 

Anahtar Kelimeler

değerlendirme, okul müdürü, öğretimsel liderlik

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