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Evaluation of School Development Approaches by Administrators at TRNC State Primary Schools, According to Administrators, Teachers, and Parents

机译:根据行政管理人员,教师和家长的说法,TRNC国立小学行政管理人员对学校发展方式的评估

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The basic aim of this thesis is to look into the various dimensions of School Development Approaches used by Administrators in Turkish Republic of Northern Cyprus (TRNC) State Primary Schools, from the perspectives of Administrators, Teachers, and Parents. Both qualitative and quantitative data was collected for the study and the research pattern was set as “content analysis” and “general scanning model”. Interview technique, one of the qualitative research methods, was used in the study. Random sampling technique of probability based sampling methods was used in order to establish the study group. A total of 57 participants were included in the research, of which 17 were administrators, 20 were teachers, and 20 were parents. Questions were prepared for the interview forms used in gathering data, taking into consideration the factors affecting school development. Administrators, teachers, and parents were asked the same questions. The researcher personally contacted all of the participants and answers to the questions were obtained through interviews. The findings of the research are summarized below: The number of female participants was larger. The largest age group of participants is 41-45. Among administrators and teachers, the participant group with the highest years of service has been working for 21 years or more; the participant group with the longest period of time in the same school have been working for 11-15 years. As for parents, the participant group has been parents at the same school for 1-3 years at the most. In answering questions in the interview form, concerning the school development approaches used by administrators, participants stated in a high percentage that; student performances in relation to education and training services are often evaluated; administrators pay attention to creating a positive organizational climate and culture with teachers and parents. Among the school development approaches used by administrators, participants stated that the least implemented areas of school development were lack of a library meeting the educational and training needs of the school, and not organizing in-service training for professional development of teachers. Parents form the largest group of participants who have the least amount of knowledge about the school development approaches implemented by administrators. It is observed that, according to the majority of participants, in relation to school development approaches by administrators, the school has a vision, individual training of students is given importance, student performances are often evaluated, the works to create a positive organizational climate and culture with teachers, students, parents, and close environment are given importance, in-service training of teachers is encouraged, and activities are designed for the awareness of students that they need. According to the majority of participants, in relation to the school development approaches implemented by administrators, there is no library to meet the educational and training needs of the school, and activities for the professional development of teachers are not designed. According to the majority of participants, in relation to the school development approaches implemented by administrators – although the percentages show variety and not in the highest percentage – it can be seen that new projects are produced at school, educational activities are carried out based on drama, and awareness created for parents that they need. As for having a building and yard suitable for educational and training works, getting feedback from graduates, other sections of the society joining the works in creating a positive organizational climate and culture at school, the administrators supporting teachers in creativity and innovativeness, organizing training activities aimed at the society, differences were observed in the approaches of administrators, teachers, and parents. In general, it can be seen that administrators and parents are in accordance with the school development approaches used by administrators.
机译:本文的基本目的是从管理者,教师和家长的角度研究北塞浦路斯土耳其共和国(TRNC)国立小学管理者使用的学校发展方法的各个方面。为该研究收集了定性和定量数据,并将研究模式设置为“内容分析”和“通用扫描模型”。定性研究方法之一是访谈技术。为了建立研究组,使用了基于概率的抽样方法的随机抽样技术。共有57位参与者参与了研究,其中17位是管理员,20位是老师,20位是父母。考虑到影响学校发展的因素,准备了用于收集数据的访谈表格的问题。管理员,老师和父母也被问了同样的问题。研究人员亲自联系了所有参与者,并通过访谈获得了问题的答案。该研究的结果总结如下:女性参与者的人数较多。年龄最大的参与者是41-45岁。在行政人员和教师中,服务年限最长的参与者组已经工作了21年以上。同一所学校中时间最长的参与者小组已经工作了11-15年。对于父母,参加小组最多是同一所学校的父母1-3年。在回答访谈表中有关管理人员使用的学校发展方法的问题时,与会人员以很高的比例表示:通常会评估学生在教育和培训服务方面的表现;管理人员注意与老师和家长一起营造积极的组织氛围和文化。在管理人员使用的学校发展方法中,与会人员表示,学校发展实施最差的领域是缺乏满足学校教育和培训需求的图书馆,没有为教师的专业发展组织在职培训。家长是最大的参与者群体,他们对管理员实施的学校发展方法的了解最少。据观察,根据大多数参与者的看法,关于管理人员的学校发展方法,学校具有远景,重视对学生的个人培训,经常评估学生的表现,为营造积极的组织氛围和重视与教师,学生,父母和亲密环境的文化交流,鼓励对教师进行在职培训,并设计各种活动来提高学生的意识。多数参与者认为,关于管理人员实施的学校发展方法,没有图书馆可以满足学校的教育和培训需求,并且没有设计教师专业发展活动。根据大多数参与者的意见,关于管理人员实施的学校发展方法(尽管百分比显示出差异,但比例不是最高),可以看出,在学校产生了新的项目,但教育活动是基于戏剧性的,并为父母建立了他们所需的意识。至于拥有适合教育和培训工作的建筑物和院子,获得毕业生的反馈,社会的其他部门也参与其中,以在学校营造积极的组织氛围和文化,管理人员支持老师的创造力和创新性,组织培训活动针对社会,在管理者,老师和父母的方式上存在差异。通常,可以看出管理员和家长符合管理员使用的学校发展方法。

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