School Leadership During and Post COVID-19 in the Context of School Repositioning

Esen Altunay; Evrim Erol

Makale detayları

School Leadership During and Post COVID-19 in the Context of School Repositioning

Yazarlar:

Esen Altunay | Evrim Erol

Yayıncı:

Anadolu University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Anadolu Journal of Educational Sciences International Vol.13 Issue 1, pp.1-33

Belge Tipi:

Makale

Yayın Tarihi:

9/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001282182

pISSN:

2146-4014

Anahtar kelimeler:

Özet:

 While the changes that occurred after the pandemic global epidemic was declared by the World Health Organization brought human life to a standstill, it was reflected in education and training systems in all areas of life. During the pandemic process, education and training were re-designed and carried out as a home-based, technology-assisted, and online activity. Emerging discourse and expectations regarding the education process have highlighted the possibilities of repositioning and remodeling the education that came with COVID-19. Therefore, the research aims to understand the views on school leadership during and post-COVID-19 process in the context of school repositioning. In the context of the schools repositioning, phenomenology, one of the qualitative research methods were used to determine education leaders opinions during and after the COVID-19 process. The study group consists of 47 school principals working in primary, middle, and high schools. Participants were selected using the maximum sampling technique, one of the purposive sampling methods. According to the research findings, the experiences of positioning the school during the pandemic process define function-oriented, emotion-oriented, and human resource-oriented positioning. The participants experiences with school leadership positioning included capacity development-oriented, psycho-social competence-oriented, and critical management-oriented positions. The participants experiences in post-pandemic related to school leadership repositioning associated with learning leadership, distributed leadership, and social leadership. When the results are evaluated collectively, it is recommended to develop policies based on scientific findings for the professionalization of school management and the selection of principals for the development of school management and educational leadership.

 While the changes that occurred after the pandemic global epidemic was declared by the World Health Organization brought human life to a standstill, it was reflected in education and training systems in all areas of life. During the pandemic process, education and training were re-designed and carried out as a home-based, technology-assisted, and online activity. Emerging discourse and expectations regarding the education process have highlighted the possibilities of repositioning and remodeling the education that came with COVID-19. Therefore, the research aims to understand the views on school leadership during and post-COVID-19 process in the context of school repositioning. In the context of the schools repositioning, phenomenology, one of the qualitative research methods were used to determine education leaders opinions during and after the COVID-19 process. The study group consists of 47 school principals working in primary, middle, and high schools. Participants were selected using the maximum sampling technique, one of the purposive sampling methods. According to the research findings, the experiences of positioning the school during the pandemic process define function-oriented, emotion-oriented, and human resource-oriented positioning. The participants experiences with school leadership positioning included capacity development-oriented, psycho-social competence-oriented, and critical management-oriented positions. The participants experiences in post-pandemic related to school leadership repositioning associated with learning leadership, distributed leadership, and social leadership. When the results are evaluated collectively, it is recommended to develop policies based on scientific findings for the professionalization of school management and the selection of principals for the development of school management and educational leadership.

 While the changes that occurred after the pandemic global epidemic was declared by the World Health Organization brought human life to a standstill, it was reflected in education and training systems in all areas of life. During the pandemic process, education and training were re-designed and carried out as a home-based, technology-assisted, and online activity. Emerging discourse and expectations regarding the education process have highlighted the possibilities of repositioning and remodeling the education that came with COVID-19. Therefore, the research aims to understand the views on school leadership during and post-COVID-19 process in the context of school repositioning. In the context of the schools repositioning, phenomenology, one of the qualitative research methods were used to determine education leaders opinions during and after the COVID-19 process. The study group consists of 47 school principals working in primary, middle, and high schools. Participants were selected using the maximum sampling technique, one of the purposive sampling methods. According to the research findings, the experiences of positioning the school during the pandemic process define function-oriented, emotion-oriented, and human resource-oriented positioning. The participants experiences with school leadership positioning included capacity development-oriented, psycho-social competence-oriented, and critical management-oriented positions. The participants experiences in post-pandemic related to school leadership repositioning associated with learning leadership, distributed leadership, and social leadership. When the results are evaluated collectively, it is recommended to develop policies based on scientific findings for the professionalization of school management and the selection of principals for the development of school management and educational leadership.

 Dünya Sağlık Örgütü tarafından pandemi küresel salgın ilan edilmesinden sonra yaşanan değişimler, insan yaşamını durma noktasına getirirken yaşamın her alanında olduğu gibi eğitim ve öğretim sistemlerine yansımıştır. Pandemi sürecinde eğitim-öğretim yeniden tasarlanarak ev tabanlı, teknoloji destekli ve çevrimiçi bir etkinlik olarak yürütülmüştür. Eğitim sürecine ilişkin ortaya çıkan söylemler ve beklentiler, COVID-19 ile birlikte gelen eğitimi yeniden konumlandırma ve yeniden modelleme olasılıklarını öne çıkarmıştır. Dolayısıyla araştırmanın amacı okulun yeniden konumlandırılması açısından COVID-19 süreci ve sonrasında okul liderliğine ilişkin görüşleri anlamak ve öneriler sunmaktır. Okulun yeniden konumlandırılması bağlamında COVID-19 sürecinde ve sonrasında eğitim liderlerinin görüşlerini belirlemek amacıyla nitel araştırma desenlerinden olgubilim deseni kullanılmıştır. Araştırmanın çalışma grubunu ilkokul, ortaokul ve liselerde görev yapan 47 okul müdürü oluşturmaktadır. Katılımcıların belirlenmesinde amaçlı örnekleme yöntemlerinden maksimum örnekleme yöntemi tercih edilmiştir. Araştırmanın bulgularına göre pandemi sürecinde okulu konumlama deneyimleri işlev odaklı, duygu odaklı ve insan kaynağı odaklı konumlamaları tanımlamaktadır. Katılımcıların okul liderliğini konumlama deneyimleri kapasite geliştirme odaklı, psiko-sosyal yeterlik odaklı ve eleştirel yönetim odaklı konumlamaları içermektedir. Katılımcıların pandemi sonrası okul liderliğine ilişkin yeniden konumlandırma deneyimleri ise öğrenen liderlik, dağıtımcı liderlik ve sosyal liderlik ile ilişkilidir. Araştırma sonuçları toplu bir şekilde değerlendirildiğinde, okul yönetiminin ve eğitsel liderliğin gelişimi için okul yönetiminin meslekleşmesi ve yönetici seçimine yönelik bilimsel bulgulara dayalı politikaların geliştirilmesi önerilmektedir.

Makale detayları

School Leadership During and Post COVID-19 in the Context of School Repositioning

Yazarlar:

Esen Altunay | Evrim Erol

Yayıncı:

Anadolu University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Anadolu Journal of Educational Sciences International Vol.13 Issue 1, pp.1-33

Belge Tipi:

Makale

Yayın Tarihi:

9/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001282182

pISSN:

2146-4014

educational leadership

pandemic

positioning

school leadership

eğitim liderliği

konumlandırma

okul liderliği

pandemi

Sayı

Makale detayları

Yazarlar: Esen Altunay | Evrim Erol

Yayıncı: Anadolu University

Ana Başlıklar: Alan Eğitimleri

Dergi: Anadolu Journal of Educational Sciences International Vol.13 Issue 1, pp.1-33

Belge Tipi: Makale

Yayın Tarihi: 9/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001282182

pISSN: 2146-4014

Sayı

Yazarlar:

Esen Altunay | Evrim Erol

Yayıncı:

Anadolu University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Anadolu Journal of Educational Sciences International Vol.13 Issue 1, pp.1-33

Belge Tipi:

Makale

Yayın Tarihi:

9/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001282182

pISSN:

2146-4014