Ortaokul yöneticilerinin teknolojik liderlik yeterliliklerinin incelenmesi
Yükleniyor...
Dosyalar
Tarih
2019
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Ege Üniversitesi, Sosyal Bilimler Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Okul yöneticilerinin toplumlarda meydana gelen gelişmelere hızlı bir şekilde
uyum sağlaması gerekmektedir. Bu kapsamda okul yöneticisinin öncelikli görevi,
yaşanan teknolojik gelişmelere göre ihtiyaç duyulan öğretimi sağlamak ve okulların
dijital dönüşümüne başarılı bir şekilde liderlik edebilmektir. Bu araştırmada öncelikle,
ortaokullarda görev yapan yöneticilerin teknolojik liderlik yeterliliklerinin belirlenmesi
ve bu konuda eğitim politikalarına ilişkin öneriler geliştirilmesi amaçlanmıştır.
Araştırma kapsamında ortaokul yöneticilerinin teknolojik liderlik yeterliliklerinin görev
türü, okul türü, mesleki kıdem, cinsiyet, yaş, eğitim durumu, bilişim teknolojileri
alanında hizmet içi eğitim alma durumu ve okullarında BT sınıfı var olma durumuna
göre anlamlı farklılık gösterip göstermediği incelenmiştir.
Ortaokullarda görev yapan yöneticilerin teknolojik liderlik yeterliliklerinin
belirlenmesinin amaçlandığı bu araştırmada, nicel ve nitel araştırma yöntemlerinin bir
arada kullanıldığı karma araştırma yöntemi kullanılmıştır. Araştırmada karma araştırma
yöntemlerinden sıralı (ardışık) karma desen kullanılmıştır. Araştırmanın nicel kısmı
betimsel tarama modelinde tasarlanmıştır. Araştırmaya, İzmir ili merkez ilçelerinde
ortaokullarda görev yapan 386 müdür ve müdür yardımcısı katılmıştır. Araştırmanın
verileri İzmir Büyükşehir Belediye sınırları içerisinde kolay ulaşılabilir örneklem alma
yöntemiyle Bornova, Bayraklı, Çiğli, Karşıyaka, Karabağlar, Gaziemir ve Balçova
ilçelerinde bulunan resmi ve özel ortaokullarda görev yapan yöneticilerden; müdür ve
müdür yardımcılarından elde edilmiştir. Araştırma, veri toplama formuna eksiksiz geri
dönüş yapan 352 yöneticinin verileri üzerinden analiz edilmiştir. Araştırmada nicel veri
toplama aracı olarak, Eğitimde Uluslararası Teknoloji Topluluğu’nun (ISTE) hazırlamış
olduğu Yöneticiler İçin Ulusal Eğitim Teknolojisi Standartları (NETS-A) çerçevesini
Türkçeye uyarlayan Hacıfazlıoğlu, Karadeniz ve Dalgıç'ın (2011a) Okul Müdürlerinin
Teknolojik Liderlik Öz-Yeterlilikleri Ölçeği kullanılmıştır. Ölçek vizyoner liderlik,
dijital çağ öğrenme kültürü, profesyonel uygulamada mükemmellik, sistematik gelişim
ve dijital vatandaşlık alt boyutlarından oluşmaktadır. Araştırmanın nitel verileri olgubilim deseninde, maksimum çeşitlilik örnekleme yöntemi kullanılarak seçilen İzmir
ili Bornova, Bayraklı ve Karabağlar ilçelerinde görev yapan 12 ortaokul yöneticisinden
yarı yapılandırılmış görüşme formu ile toplanmıştır. Araştırmanın nitel verilerinin
çözümlenmesi için içerik analizi uygulanmıştır.
Araştırmanın nicel analizlerinin sonuçlarına göre ortaokul yöneticilerinin
teknolojik liderlik yeterliliklerinin “yeterli” düzeyinde olduğu görülmektedir. Ortaokul
yöneticilerinin teknolojik liderlik yeterliklerinin görev yaptıkları okul türüne (resmiözel),
mesleki kıdeme, yaşa, eğitim durumuna, hizmetiçi eğitim alma durumlarına ve
okullarındaki BT sınıfı durumlarına göre anlamlı bir farklılık göstermediği görülmüştür.
Ortaokul yöneticilerinin görevine göre teknoloji liderliği yeterlilik görüşleri
incelendiğinde anlamlı farklılıklar bulunmuştur. Ortaokul müdürlerinin teknolojik
liderlik yeterlilikleri, ortaokul müdür yardımcılarının teknolojik liderlik
yeterliliklerinden anlamlı düzeyde daha yüksek bulunmuştur. Vizyoner liderlik, dijital
çağ öğrenme kültürü, sistematik gelişim ve dijital vatandaşlık alt boyutlarında ortaokul
müdürlerinin yeterlilikleri, ortaokul müdür yardımcılarından anlamlı düzeyde daha
yüksektir. Ortaokul yöneticilerinin cinsiyetlerine göre teknoloji liderliği yeterlilik
görüşleri incelendiğinde anlamlı farklılıklar bulunmuştur. Erkek ortaokul yöneticilerinin
teknolojik liderlik yeterlilikleri, kadın ortaokul yöneticilerinin teknolojik liderlik
yeterliliklerinden anlamlı düzeyde daha yüksek bulunmuştur. Vizyoner liderlik, dijital
çağ öğrenme kültürü, profesyonel uygulamada mükemmellik, sistematik gelişim alt
boyutlarında erkek ortaokul yöneticilerinin yeterliliklerinin kadın ortaokul
yöneticilerinden anlamlı düzeyde daha yüksek olduğu görülmüştür.
Araştırmanın nitel analizlerinin sonuçlarına göre ortaokul yöneticilerinin eğitim
teknolojilerini okul yönetiminde bilişim sistemlerinin vasıtasıyla kullandıkları
görülmektedir. Ortaokul yöneticileri okullarında en çok Milli Eğitim Bakanlığı’nın
resmi uygulamaları olan DYS, MEBBİS, E-Okul, EBA kullandıklarını belirtmişlerdir.
Ortaokul yöneticilerinin okul yönetiminde sosyal medya kullanımına ilişkin
görüşlerinde okul yönetiminde sosyal medya fırsatları ve engelleri öne çıkmaktadır.
Ortaokul yöneticilerinin sosyal medyayı okul yönetiminde kullanmaları konusunda
olumlu ve olumsuz farklı görüşler ortaya çıkmıştır. Günümüzde sosyal medya
kullanımının gücünün farkında olduklarını ancak okulla ilgili sosyal medya kullanımına ilişkin temkinli yaklaşmayı tercih ettiklerini belirtmişlerdir. Ortaokul yöneticilerinin
teknoloji yeterliliğinin etkili liderliğe katkılarına ilişkin görüşlerinde etkili okul liderliği
için teknoloji kullanımının zorunluluğu öne çıkmaktadır. MEB’de tüm iş ve işlemlerin
elektronik ortama aktarılması ile kurum yöneticileri ve öğretmenler tarafından teknoloji
kullanımı zorunlu hale gelmiştir. Ortaokul yöneticilerinin okullarda daha çok teknolojik
yetersizlikler bakımından zorluklarla karşılaştıkları görülmektedir. Okul yöneticileri,
teknolojik yetersizlik kapsamında okullarda ihtiyaç duyulan donanım, yazılım ve altyapı
eksikliklerine, teknoloji araçlarının onarımı ve yenilenmesi için yeterli bütçelerinin
olmadığını belirtmişlerdir. Ortaokul yöneticilerinin zorlukları aşmaya yönelik daha çok
destek beklentisinde oldukları görülmektedir. Okul yöneticileri okullara teknolojik
cihaz, altyapı ve teknoloji entegrasyonuna yönelik ayrı bir bütçe desteği sağlanması
ayrıca okullardaki teknoloji kullanımına yönelik sınıfların kapatılmaması gerektiğini
ifade etmişlerdir.
School administrators need to adapt quickly to developments in societies. In this context, the primary duty of the school administrator is to provide the education needed according to the technological developments and to lead the digital transformation of the schools successfully. In this research it is firstly aimed to determine the technological leadership competencies of the school administrators working in secondary schools and to develop suggestions about education policies. Within the scope of the research, it is examined whether the technological leadership competencies of secondary school administrators show a significant difference according to the type of duty and school type, professional seniority, gender, age, educational status, having in-service training in the field of information technologies and IT class statues in their schools. In this research, which aims to determine the technological leadership competencies of the administrators working in secondary schools, a mixed research method is used in which quantitative and qualitative research methods are used together. In the study, one of the mixed research methods, sequential (mixed) patterns were used. The quantitative part of the research was designed in the descriptive scanning model. 386 principals and assistant principals working in secondary schools in central districts of İzmir participated in the study. The data of the study were collected from the principals and assistant principals working in public and private secondary schools in Bornova, Bayraklı, Çiğli, Karşıyaka, Karabağlar, Gaziemir and Balçova districts by using easily accessible sampling method within the boundaries of İzmir Metropolitan Municipality. The research was analyzed on the data of 352 managers who returned to the data collection form completely. In the research, as a quantitative data collection tool, ‘The Technological Leadership Self-Sufficency Scale for School Principals’ adapted to Turkish by Hacıfazlıoğlu, Karadeniz, and Dalgıç (2011a) from ‘School Principles of National Education Technology Standards (NETS-A) framework for administrators’ which is prepared.by International Society for Technology in Education (ISTE), was used. The scale consists subdimensions of visionary leadership, digital age learning culture, excellence in professional practice, systematic improvement and digital citizenship. The qualitative data of the study were collected by semi-structured interview form from 12 secondary school administrators working in Bornova, Bayraklı and Karabağlar districts of İzmir province selected by purposeful sampling method. Content analysis was applied to analyze the qualitative data of the research. According to the results of the quantitative analysis of the research, it was found that the technological leadership competencies of the secondary school administrators are at “adequate” level. It was observed that the technological leadership competencies of secondary school administrators did not show a significant difference according to the type of school (official-private), professional seniority, age, education level, having in-service training status and IT class status in their schools. Significant differences were found at the technology leadership competencies of secondary school administrators according to their duties. The technological leadership competencies of the secondary school principals were found to be significantly higher than the technological leadership competencies of the secondary school assistant principals. In the sub-dimensions of visionary leadership, digital age learning culture, systematic improvement and digital citizenship, the competency of secondary school principals were significantly higher than that of secondary school assistant principals. Significant differences were found at secondary school administrators' technology leadership competencies according to their gender. The technological leadership competencies of male secondary school administrators were found to be significantly higher than the technological leadership competencies of female secondary school administrators. In the sub-dimensions of visionary leadership, digital age learning culture, excellence in professional practice, systematic improvement, the competencies of male secondary school administrators were found to be significantly higher than female secondary school administrators. According to the results of the qualitative analysis of the research, it was seen that the secondary school administrators using educational technologies mostly through the information systems in school management. Secondary school administrators stated that they used DYS, MEBBİS, E-Okul, EBA which were the official practices of the Ministry of National Education in their schools. Social media opportunities and barriers came to the fore in the views of secondary school administrators about the use of social media in school management. Positive and negative opinions have emerged about the use of social media by school administrators in school management. They stated that they were aware of the power of social media today but prefer to be cautious about the use of social media at school works. In the opinions of secondary school administrators about the contribution of technology competency to effective leadership, the necessity of using technology for effective leadership comes to the fore. With the transfer of all works and processes to the electronic environment, the use of technology by the administrators and teachers of the Ministry of Education became compulsory. It was seen that secondary school administrators have been facing difficulties in terms of technological deficiencies. School administrators stated that they didn’t have sufficient budget to repair and renewal of technological tools in terms of hardware, software and infrastructure deficiencies at schools. It was seen that secondary school administrators expected more support to overcome the difficulties. School administrators stated that schools should be provided with a separate budget support for technological devices, infrastructure and technology integration and classes for the use of technology at schools.
School administrators need to adapt quickly to developments in societies. In this context, the primary duty of the school administrator is to provide the education needed according to the technological developments and to lead the digital transformation of the schools successfully. In this research it is firstly aimed to determine the technological leadership competencies of the school administrators working in secondary schools and to develop suggestions about education policies. Within the scope of the research, it is examined whether the technological leadership competencies of secondary school administrators show a significant difference according to the type of duty and school type, professional seniority, gender, age, educational status, having in-service training in the field of information technologies and IT class statues in their schools. In this research, which aims to determine the technological leadership competencies of the administrators working in secondary schools, a mixed research method is used in which quantitative and qualitative research methods are used together. In the study, one of the mixed research methods, sequential (mixed) patterns were used. The quantitative part of the research was designed in the descriptive scanning model. 386 principals and assistant principals working in secondary schools in central districts of İzmir participated in the study. The data of the study were collected from the principals and assistant principals working in public and private secondary schools in Bornova, Bayraklı, Çiğli, Karşıyaka, Karabağlar, Gaziemir and Balçova districts by using easily accessible sampling method within the boundaries of İzmir Metropolitan Municipality. The research was analyzed on the data of 352 managers who returned to the data collection form completely. In the research, as a quantitative data collection tool, ‘The Technological Leadership Self-Sufficency Scale for School Principals’ adapted to Turkish by Hacıfazlıoğlu, Karadeniz, and Dalgıç (2011a) from ‘School Principles of National Education Technology Standards (NETS-A) framework for administrators’ which is prepared.by International Society for Technology in Education (ISTE), was used. The scale consists subdimensions of visionary leadership, digital age learning culture, excellence in professional practice, systematic improvement and digital citizenship. The qualitative data of the study were collected by semi-structured interview form from 12 secondary school administrators working in Bornova, Bayraklı and Karabağlar districts of İzmir province selected by purposeful sampling method. Content analysis was applied to analyze the qualitative data of the research. According to the results of the quantitative analysis of the research, it was found that the technological leadership competencies of the secondary school administrators are at “adequate” level. It was observed that the technological leadership competencies of secondary school administrators did not show a significant difference according to the type of school (official-private), professional seniority, age, education level, having in-service training status and IT class status in their schools. Significant differences were found at the technology leadership competencies of secondary school administrators according to their duties. The technological leadership competencies of the secondary school principals were found to be significantly higher than the technological leadership competencies of the secondary school assistant principals. In the sub-dimensions of visionary leadership, digital age learning culture, systematic improvement and digital citizenship, the competency of secondary school principals were significantly higher than that of secondary school assistant principals. Significant differences were found at secondary school administrators' technology leadership competencies according to their gender. The technological leadership competencies of male secondary school administrators were found to be significantly higher than the technological leadership competencies of female secondary school administrators. In the sub-dimensions of visionary leadership, digital age learning culture, excellence in professional practice, systematic improvement, the competencies of male secondary school administrators were found to be significantly higher than female secondary school administrators. According to the results of the qualitative analysis of the research, it was seen that the secondary school administrators using educational technologies mostly through the information systems in school management. Secondary school administrators stated that they used DYS, MEBBİS, E-Okul, EBA which were the official practices of the Ministry of National Education in their schools. Social media opportunities and barriers came to the fore in the views of secondary school administrators about the use of social media in school management. Positive and negative opinions have emerged about the use of social media by school administrators in school management. They stated that they were aware of the power of social media today but prefer to be cautious about the use of social media at school works. In the opinions of secondary school administrators about the contribution of technology competency to effective leadership, the necessity of using technology for effective leadership comes to the fore. With the transfer of all works and processes to the electronic environment, the use of technology by the administrators and teachers of the Ministry of Education became compulsory. It was seen that secondary school administrators have been facing difficulties in terms of technological deficiencies. School administrators stated that they didn’t have sufficient budget to repair and renewal of technological tools in terms of hardware, software and infrastructure deficiencies at schools. It was seen that secondary school administrators expected more support to overcome the difficulties. School administrators stated that schools should be provided with a separate budget support for technological devices, infrastructure and technology integration and classes for the use of technology at schools.
Açıklama
Anahtar Kelimeler
Teknolojik Liderlik Yeterlilikleri, Teknolojik Lider, Dijital Çağ, Okul Yöneticisi, Teknolojik Liderlik Standartları, Technological Leadership Competency, Technological Leader, Digital Age, School Administrator, Technological Leadership Standards
