School Administrators' Opinions On Teacher-Job Fit In Kindergartens

Canan Albez; Zeynep Dağ

Makale detayları

School Administrators' Opinions On Teacher-Job Fit In Kindergartens

Yazarlar:

Canan Albez | Zeynep Dağ

Yayıncı:

Burdur Mehmet Akif Ersoy University

Ana Başlıklar:

Eğitim Yönetimi

Dergi:

Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi Issue 72, pp.155-181

Belge Tipi:

Makale

Yayın Tarihi:

10/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001329666

pISSN:

2146-5983

Anahtar kelimeler:

Özet:

 This research reflects school administrators views on teacher-job fit. Data for this research, with a basic qualitative research design, were obtained from 19 school administrators working in Erzurum in 2022. The responses to the semi-structured interview form used as a data collection instrument yielded three themes and 14 categories. According to the research findings, vocational education and experience are important for teacher-job fit. It was understood from the participants responses that among working teachers, there were teachers with high and low teacher-job harmony. The study found that the candidate teacher training programme conducted in-service and the present teacher selection process were insufficient to improve teacher-job harmony. Teacher-job fit harmony has significant benefits in terms of institutional functioning, school management, student development, and school atmosphere. Among the teacher-job fit criteria for kindergartens, attitudes towards students, personal characteristics, professional abilities and knowledge, educational status, communication, personal and professional development, and professional values came to the fore. The study includes recommendations for improving teacher-job fit.

 This research reflects school administrators views on teacher-job fit. Data for this research, with a basic qualitative research design, were obtained from 19 school administrators working in Erzurum in 2022. The responses to the semi-structured interview form used as a data collection instrument yielded three themes and 14 categories. According to the research findings, vocational education and experience are important for teacher-job fit. It was understood from the participants responses that among working teachers, there were teachers with high and low teacher-job harmony. The study found that the candidate teacher training programme conducted in-service and the present teacher selection process were insufficient to improve teacher-job harmony. Teacher-job fit harmony has significant benefits in terms of institutional functioning, school management, student development, and school atmosphere. Among the teacher-job fit criteria for kindergartens, attitudes towards students, personal characteristics, professional abilities and knowledge, educational status, communication, personal and professional development, and professional values came to the fore. The study includes recommendations for improving teacher-job fit.

 This research reflects school administrators views on teacher-job fit. Data for this research, with a basic qualitative research design, were obtained from 19 school administrators working in Erzurum in 2022. The responses to the semi-structured interview form used as a data collection instrument yielded three themes and 14 categories. According to the research findings, vocational education and experience are important for teacher-job fit. It was understood from the participants responses that among working teachers, there were teachers with high and low teacher-job harmony. The study found that the candidate teacher training programme conducted in-service and the present teacher selection process were insufficient to improve teacher-job harmony. Teacher-job fit harmony has significant benefits in terms of institutional functioning, school management, student development, and school atmosphere. Among the teacher-job fit criteria for kindergartens, attitudes towards students, personal characteristics, professional abilities and knowledge, educational status, communication, personal and professional development, and professional values came to the fore. The study includes recommendations for improving teacher-job fit.

 Bu araştırma, anaokulu yöneticilerinin öğretmen-iş uyumuna ilişkin görüşlerini yansıtmaktadır. Temel nitel araştırma desenine sahip bu araştırmanın verileri, 2022 yılında Erzurumda görev yapan 19 okul yöneticisinden elde edilmiştir. Veri toplama aracı olarak kullanılan yarı yapılandırılmış görüşme formuna verilen yanıtlarda üç tema ve 14 kategori ortaya çıkmıştır. Araştırma bulgularına göre, anaokullarında öğretmen-iş uyumu için mesleki eğitim ve deneyim önemlidir. Katılımcıların ifadelerinden çalışan öğretmenler arasında öğretmen-iş uyumu yüksek ve düşük öğretmenler olduğu anlaşılmıştır. Araştırmada mevcut öğretmen seçme yönteminin ve hizmet içinde uygulanan aday öğretmen eğitim programının öğretmen-iş uyumunu artırmada yetersiz kaldığı tespit edilmiştir. Öğretmen-iş uyumunun kurumsal işleyiş, okul yönetimi, öğrenci gelişimi ve okul atmosferi açısından önemli faydaları olduğu belirlenmiştir. Araştırmada anaokullarına yönelik öğretmen-iş uyum kriterleri arasında iletişim ve işbirliği, eğitim durumu, kişisel ve mesleki gelişim, mesleki bilgi-beceri, mesleki değerler, öğrenciye yaklaşım, kişisel özellikler öne çıkmıştır. Araştırmada öğretmen-iş uyumunu artırmaya yönelik önerilere yer verilmiştir.

Makale detayları

School Administrators' Opinions On Teacher-Job Fit In Kindergartens

Yazarlar:

Canan Albez | Zeynep Dağ

Yayıncı:

Burdur Mehmet Akif Ersoy University

Ana Başlıklar:

Eğitim Yönetimi

Dergi:

Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi Issue 72, pp.155-181

Belge Tipi:

Makale

Yayın Tarihi:

10/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001329666

pISSN:

2146-5983

School administrator

kindergarten teacher,

person-job fit

teacher-job fit

qualitative resarchOkul yöneticisi

anaokul öğretmeni

kişi-iş uyumu

öğretmen-iş uyumu

nitel araştırma

Sayı

Makale detayları

Yazarlar: Canan Albez | Zeynep Dağ

Yayıncı: Burdur Mehmet Akif Ersoy University

Ana Başlıklar: Eğitim Yönetimi

Dergi: Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi Issue 72, pp.155-181

Belge Tipi: Makale

Yayın Tarihi: 10/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001329666

pISSN: 2146-5983

Sayı

Yazarlar:

Canan Albez | Zeynep Dağ

Yayıncı:

Burdur Mehmet Akif Ersoy University

Ana Başlıklar:

Eğitim Yönetimi

Dergi:

Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi Issue 72, pp.155-181

Belge Tipi:

Makale

Yayın Tarihi:

10/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001329666

pISSN:

2146-5983