Management Issues in Imam Hatip Secondary Schools and Proposed Solution Strategies (Aydın Province Case Study)

Yakup Kaya

Makale detayları

Management Issues in Imam Hatip Secondary Schools and Proposed Solution Strategies (Aydın Province Case Study)

Yazarlar:

Yakup Kaya

Yayıncı:

Çanakkale Onsekiz Mart University

Ana Başlıklar:

Din Eğitimi

Dergi:

Kilitbahir Issue 27, pp.146-172

Belge Tipi:

Makale

Yayın Tarihi:

9/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001358772

pISSN:

2687-2692

Anahtar kelimeler:

Özet:

 This study investigates the structural, pedagogical and institutional management challenges faced by Imam Hatip secondary schools in Aydın Provinceinstitutions that were reinstated at the middle-school level after 2012by drawing on the lived experiences of their principals and vice-principals and seeks to develop context-sensitive strategies for overcoming these obstacles. Using a qualitative case-study design, thirty-two school leaders were selected through purposive sampling to reflect diverse socio-economic and geographic settings within Aydın. Data were gathered via semi-structured interviews, transcribed verbatim, and subjected to thematic content analysis; expert review, inter-coder reliability checks, member validation and data triangulation were employed to ensure credibility and trustworthiness. Analysis revealed five interrelated domains of concern. First, aging school buildings, inadequate equipment, delays in maintenance and a shortage of support staff undermine the continuity of the learning environment. Second, recruiting and retaining qualified teachers is difficult, while opportunities for in-service training are limited, pedagogical diversity remains low and organizational commitment is weak. Third, students exhibit low academic preparedness, diminished motivation, socio-economic disadvantages, excessive reliance on technology and behavioural challenges within the values-education framework. Fourth, parents often lack sufficient understanding of educational processes, harbor misaligned expectations and face economic or geographic constraints; some also exhibit overprotective attitudes that impede effective school-family collaboration. Fifth, discrepancies in curriculum content and instructional time allocation, insufficient practical learning spaces, the relative nature of assessment criteria and teacher resistance hinder the implementation of a balanced curriculum. The findings highlight the need for comprehensive, multi-dimensional policies to strengthen the managerial capacity of Imam Hatip secondary schools. Recommended measures include accelerating infrastructure investments, restructuring teacher recruitment, performance evaluation and professional development programmes, enhancing student guidance, motivation and values-education initiatives, launching parental-awareness campaigns, adapting curriculum and assessment frameworks to local contexts, and improving maintenance procedures, resource allocation mechanisms and inter-institutional coordination. Collectively, these actions are expected to bolster both educational quality and administrative efficiency.

 This study investigates the structural, pedagogical and institutional management challenges faced by Imam Hatip secondary schools in Aydın Provinceinstitutions that were reinstated at the middle-school level after 2012by drawing on the lived experiences of their principals and vice-principals and seeks to develop context-sensitive strategies for overcoming these obstacles. Using a qualitative case-study design, thirty-two school leaders were selected through purposive sampling to reflect diverse socio-economic and geographic settings within Aydın. Data were gathered via semi-structured interviews, transcribed verbatim, and subjected to thematic content analysis; expert review, inter-coder reliability checks, member validation and data triangulation were employed to ensure credibility and trustworthiness. Analysis revealed five interrelated domains of concern. First, aging school buildings, inadequate equipment, delays in maintenance and a shortage of support staff undermine the continuity of the learning environment. Second, recruiting and retaining qualified teachers is difficult, while opportunities for in-service training are limited, pedagogical diversity remains low and organizational commitment is weak. Third, students exhibit low academic preparedness, diminished motivation, socio-economic disadvantages, excessive reliance on technology and behavioural challenges within the values-education framework. Fourth, parents often lack sufficient understanding of educational processes, harbor misaligned expectations and face economic or geographic constraints; some also exhibit overprotective attitudes that impede effective school-family collaboration. Fifth, discrepancies in curriculum content and instructional time allocation, insufficient practical learning spaces, the relative nature of assessment criteria and teacher resistance hinder the implementation of a balanced curriculum. The findings highlight the need for comprehensive, multi-dimensional policies to strengthen the managerial capacity of Imam Hatip secondary schools. Recommended measures include accelerating infrastructure investments, restructuring teacher recruitment, performance evaluation and professional development programmes, enhancing student guidance, motivation and values-education initiatives, launching parental-awareness campaigns, adapting curriculum and assessment frameworks to local contexts, and improving maintenance procedures, resource allocation mechanisms and inter-institutional coordination. Collectively, these actions are expected to bolster both educational quality and administrative efficiency.

 This study investigates the structural, pedagogical and institutional management challenges faced by Imam Hatip secondary schools in Aydın Provinceinstitutions that were reinstated at the middle-school level after 2012by drawing on the lived experiences of their principals and vice-principals and seeks to develop context-sensitive strategies for overcoming these obstacles. Using a qualitative case-study design, thirty-two school leaders were selected through purposive sampling to reflect diverse socio-economic and geographic settings within Aydın. Data were gathered via semi-structured interviews, transcribed verbatim, and subjected to thematic content analysis; expert review, inter-coder reliability checks, member validation and data triangulation were employed to ensure credibility and trustworthiness. Analysis revealed five interrelated domains of concern. First, aging school buildings, inadequate equipment, delays in maintenance and a shortage of support staff undermine the continuity of the learning environment. Second, recruiting and retaining qualified teachers is difficult, while opportunities for in-service training are limited, pedagogical diversity remains low and organizational commitment is weak. Third, students exhibit low academic preparedness, diminished motivation, socio-economic disadvantages, excessive reliance on technology and behavioural challenges within the values-education framework. Fourth, parents often lack sufficient understanding of educational processes, harbor misaligned expectations and face economic or geographic constraints; some also exhibit overprotective attitudes that impede effective school-family collaboration. Fifth, discrepancies in curriculum content and instructional time allocation, insufficient practical learning spaces, the relative nature of assessment criteria and teacher resistance hinder the implementation of a balanced curriculum. The findings highlight the need for comprehensive, multi-dimensional policies to strengthen the managerial capacity of Imam Hatip secondary schools. Recommended measures include accelerating infrastructure investments, restructuring teacher recruitment, performance evaluation and professional development programmes, enhancing student guidance, motivation and values-education initiatives, launching parental-awareness campaigns, adapting curriculum and assessment frameworks to local contexts, and improving maintenance procedures, resource allocation mechanisms and inter-institutional coordination. Collectively, these actions are expected to bolster both educational quality and administrative efficiency.

 Bu araştırmanın temel amacı, Aydın ilindeki İmam Hatip Ortaokullarında görev yapan müdür ve müdür yardımcılarının deneyimleri temelinde 2012den sonra ortaokul kademesinde eğitim vermeye başlayan bu okullarda ortaya çıkan yapısal, pedagojik ve kurumsal yönetimsel sorunları belirlemek ve bu sorunlara yönelik bağlamsal çözüm stratejileri geliştirmektir. Araştırma, nitel durum çalışması deseni çerçevesinde yürütülmüştür. Amaçlı örnekleme ile Aydındaki farklı sosyo-ekonomik ve coğrafi özelliklere sahip 32 okulun yöneticileri -15 müdür ve 17 müdür yardımcısı- belirlenmiştir. Veriler, yarı yapılandırılmış mülakat tekniğiyle toplanmış, elde edilen metinler içerik analizi yöntemine göre kodlanarak beş ana tema altında sınıflandırılmıştır. Geçerlik ve güvenirlik aşamalarında uzman görüşü, kodlayıcılar arası güvenirlik karşılaştırması, üye denetimi ve veri üçlemesi stratejileri uygulanmıştır. Analiz sonucunda beş temel sorun alanı tespit edilmiştir: Fiziksel altyapı eksiklikleri -eski binalar, donanım yetersizlikleri, bakım-onarım gecikmeleri ve destek personeli sıkıntısı-, öğretmenlerle ilgili güçlükler -nitelikli öğretmen atama süreçlerinde sorunlar, hizmet içi eğitim imkânlarının sınırlılığı, öğretim yöntemlerinde çeşitlilik eksikliği ve kurumsal aidiyet sorunu-, öğrencilerle bağlantılı problemler -düşük akademik hazırlık, motivasyon kaybı, sosyo-ekonomik dezavantajlar, teknoloji bağımlılığı ve değerler eğitimi bağlamındaki davranışsal güçlükler-, veli katılımına ilişkin engeller -bilgi eksikliği, beklenti-uyumsuzluğu, ekonomik ve coğrafi kısıtlar ile aşırı sahiplenme davranışları- ve müfredat ile ölçme-değerlendirme süreçlerindeki dengesizlikler -ders içeriği ve saat dağılımı konusundaki boşluklar, uygulama ortamı yetersizlikleri, ölçme kriterlerindeki görecelilik ve öğretmen dirençleri-. Elde edilen bulgular, bu okulların yönetimsel kapasitesini artırmak için bütüncül ve çok boyutlu politikalara duyulan ihtiyacı ortaya koymaktadır. Bu kapsamda altyapı yatırımlarının hızlıca tamamlanması, öğretmen atama ve sürekli mesleki gelişim programlarının yeniden yapılandırılması, öğrenci rehberlik, motivasyon ve değerler eğitimi faaliyetlerinin güçlendirilmesi, veli eğitimine yönelik farkındalık artırıcı çalışmaların düzenlenmesi, müfredat ve ölçme-değerlendirme süreçlerinin okul bağlamına uyarlanması ile bakım-onarım ve kaynak tahsis mekanizmalarının etkinleştirilmesi ve kurumlar arası koordinasyonun artırılması önerilmektedir. Bu adımların hem eğitim kalitesini hem de yönetsel verimliliği olumlu yönde etkilemesi beklenmektedir.

Makale detayları

Management Issues in Imam Hatip Secondary Schools and Proposed Solution Strategies (Aydın Province Case Study)

Yazarlar:

Yakup Kaya

Yayıncı:

Çanakkale Onsekiz Mart University

Ana Başlıklar:

Din Eğitimi

Dergi:

Kilitbahir Issue 27, pp.146-172

Belge Tipi:

Makale

Yayın Tarihi:

9/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001358772

pISSN:

2687-2692

Religious Education

Imam Hatip Secondary Schools

Managerial Challenges

Physical Infrastructure

Curriculum

Teacher–Student–Parent RelationsDin Eğitimi

İmam Hatip Ortaokulları

Yönetimsel Sorunlar

Fiziksel Altyapı

Müfredat

Öğretmen-Öğrenci-Veli

Sayı

Makale detayları

Yazarlar: Yakup Kaya

Yayıncı: Çanakkale Onsekiz Mart University

Ana Başlıklar: Din Eğitimi

Dergi: Kilitbahir Issue 27, pp.146-172

Belge Tipi: Makale

Yayın Tarihi: 9/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001358772

pISSN: 2687-2692

Sayı

Yazarlar:

Yakup Kaya

Yayıncı:

Çanakkale Onsekiz Mart University

Ana Başlıklar:

Din Eğitimi

Dergi:

Kilitbahir Issue 27, pp.146-172

Belge Tipi:

Makale

Yayın Tarihi:

9/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001358772

pISSN:

2687-2692