October 12-17, 2006 [email protected]CCEAM 2006 The life and career development of principals worldwide: Some comparative insight “The Appointment of Principals in Turkey” Esmahan Agaoglu, PhD. esagaogl@anadolu . edu . tr Anadolu University Education Faculty, Turkey
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October 12-17, 2006 [email protected] CCEAM 2006 The life and career development of principals worldwide: Some comparative insight “The Appointment.
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With the amendment of this legislation on the date of 04.03.2006 numbered 26098 of the Official Gazette, obligation of in-service education for educational administrators in the process of appointing was abolished.
In-service training programs are likely to help principals develop and improve their administrative skills. However, these programs cannot be the only means of training the principals. In-service programs cannot replace pre-service training.
It is difficult to train all the principals in a relatively short time. Principals themselves may intentionally or unintentionally resist these developments. Because of the bureaucratic structure, principals do not have the flexibility over the administrative functioning at the school level. An overwhelming majority of administrators in the system has not taken any formal pre-service training in school administration.
Sum up with the result of the last legislation change, the entrance of school administrations begins with the position of deputy manager in Turkey. Candidates that are achieved the selecting examination, appoint to schools by local governorships.
What are the opinions of teachers and headteachers regarding the extent to which headteachers possess competencies?
What are the teachers’ opinions on the extent to which headteachers possess competencies, and do these show any differences with respect to seniority and job status?
What are headteachers’ opinions about the extent to which they possess competencies, and do these show any differences with respect to their seniority and educational grade they work in?
Is there a significant difference between the opinions of teachers and headteachers regarding the extent to which headteachers possess these competencies?
19CCEAM 2006
The Opinions of Teachers and Principals about Principal Competencies in Turkey
Gultekin and Cubukcu, 2002).o Communication and working effectivelyo Effective business managemento Serving the professiono Preparing an adequate school building and
o Teachers view principals’ administrative competencies as sufficient, which does not vary with respect to teaching seniority or job status.
o Principals view their own administrative competencies close to be completely sufficient, which does not vary with respect to the school they work at or their administrative seniority.
o However, teachers’ and principals’ opinions on principals’ competencies show a meaningful difference. Principals perceive themselves as more competent than the way teachers perceive them. This difference is evident in all parts of the inventory, except for the third part, which is “Serving profession”.
o For external generalizations, opinions of parents, students, inspectors, and other need to be determined about headteachers’ competencies.
o Qualitative research based on observations and interviewing techniques is necessary to find out whether headteachers exhibit the competencies they claim to possess as behaviour.
o Pre-service and in-service training programmes need to be organized so as to make headteachers acquire