october 12-17, 2006 [email protected] cceam 2006 the life and career development of principals...
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October 12-17, [email protected]
CCEAM 2006
The life and career development of principals worldwide: Some
comparative insight
“The Appointment of Principals in Turkey”
Esmahan Agaoglu, [email protected]
Anadolu University Education Faculty, Turkey
October 12-17, [email protected]
“Leaders create environments in which people want to give their maximum efforts”.
Crosby, 1997, p.3
INTRODUCTIONLeaders and Leadership
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Leadership approaches Characteristics Approaches Behavioural Approaches Situational Approaches
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Leaders and Leadership
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Leadership
Is not attached to a formal location
Is different from administration
Is political
Is cultural
Is a process that foregrounds spiritual
characteristics
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Leaders and Leadership
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Honesty Integrity Trust Tenderness Respect Stability
and some national and cultural
characteristics...
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Leaders and Leadership
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o The education system is in continuous
interaction with social, political, economical
systems, which surround it.
Education and Educational Leaders
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o Principals should be the education leaders who
try to create a school climate and a learning
centred atmosphere that encourage professional
development of the teachers and the highest
success level of the students.
o In addition, the principals need to possess some
competencies such as human resources
management, financial resources management,
instructional leadership, etc.
Education and Educational Leaders
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CCEAM 2006
Being able to work effectively with people who
have various characteristics and expectations
gives the educational leaders the chance to set-
up a positive learning environment and to
receive help in solving problems faced at school.
Education and Educational Leaders
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o Together with the effect of globalization, the
Turkish Educational System, with its
mechanism has been the centre of discussions,
and the developments in educational and
administrative sciences have made existing
applications insufficient.
Principals in Turkey and Their Training
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o “Legislation on Appointing Educational
Institution Administrators for the Ministry
of National Education and their Location
Change” (October 23, 1998, Official
Gazette 23472)
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Principals in Turkey and Their Training
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The 120-hour in-service training
programme prepared in
cooperation with the Ministry and
Higher Education Institution
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Principals in Turkey and Their Training
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o “Legislation on Appointing Educational
Administrators for the Ministry of National
Education and their Location Change”
(11.01.2004, Official Gazette 25343)
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Principals in Turkey and Their Training
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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.
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Principals in Turkey and Their Training
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Basic principles for appointment of educational administrators have been defined as follows;
Career and merit are basic for appointing and location change
The norm list rules of staff are keeping in mind for appointing and location change
On appointing and location change process, requirements of duty are essential also the superiority of point is keeping in mind
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Principals in Turkey and Their Training
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Subjects and scores about the exams have been defined as follows
Turkish grammar and official correspondence rules % 25
Ataturk’s Principles and Revolutions History, National Security %15
Constitution of The Turkish Republic % 15 General knowledge % 20 Basic laws to be required by duty %25
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Principals in Turkey and Their Training
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Teaching leadership Organisation management Teaching programmes School management Performance management Human resources management Financial resources management and
operational services management Public management and educational law School-environment cooperation Use of information technologies, etc
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Principals in Turkey and Their Training
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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.
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Principals in Turkey and Their Training
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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.
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Principals in Turkey and Their Training
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CCEAM 2006
Principals in Turkey and Their Training
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.
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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?
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The Opinions of Teachers and Principals about Principal Competencies in Turkey
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METHODCollection and Analysis of the Data
“Headteachers’ Competencies Inventory” (Agaoglu,
Gultekin and Cubukcu, 2002).o Communication and working effectivelyo Effective business managemento Serving the professiono Preparing an adequate school building and
environmento Developing curriculum
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METHODCollection and Analysis of the Data
Descriptive statistics means and standards deviations,
Comparative group statistics t-test and one way variance analysis (ANOVA)
In all statistical analysis, ,05 was taken as the level of significance.
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RESULTS
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”.
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SUGGESTIONS
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
administrative competencies.
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