The Challenges Faced by Female School Administrators and the Evaluation of the Mobbing Situations They Experienced

Merve Tacir Dişli; Ramazan Atasoy

Makale detayları

The Challenges Faced by Female School Administrators and the Evaluation of the Mobbing Situations They Experienced

Yazarlar:

Merve Tacir Dişli | Ramazan Atasoy

Yayıncı:

Harran University

Ana Başlıklar:

Eğitim Psikolojisi

Dergi:

Harran Maarif Dergisi Vol.9 Issue 2, pp.296-322

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001334673

pISSN:

2564-761X

Anahtar kelimeler:

Özet:

 The purpose of this study is to explore the difficulties of being a female school administrator and the mobbing behaviours that female administrators are exposed to while working as administrators and their coping strategies with mobbing. The methodology employed is qualitative research, and the study focuses on a group of twenty female school administrators working in Şanlıurfa. The study utilised the criterion sampling method, a form of purposeful sampling, and data was collected using a semi-structured interview form developed by the researchers. Data analysis was conducted using the descriptive analysis method. The findings indicate that female administrators endured various mobbing behaviours from their superiors, colleagues, teachers, and parents. Female school administrators reported experiencing issues such as social prejudice and gender discrimination. It has been determined that effective communication, professional collaboration, and psychological empowerment strategies are advantageous to cope with mobbing. Female school administrators display hesitancy in undertaking administrative tasks due to their gender-based social role perceptions specific to a patriarchal society. This difficulty is compounded by the challenges that they encounter. Female school principals encourage their female colleagues to recognise their potential and have the confidence to become administrators. It is expected that the research will bring a new perspective to the field of women administrators and contribute to the processes of appointing administrators.

 The purpose of this study is to explore the difficulties of being a female school administrator and the mobbing behaviours that female administrators are exposed to while working as administrators and their coping strategies with mobbing. The methodology employed is qualitative research, and the study focuses on a group of twenty female school administrators working in Şanlıurfa. The study utilised the criterion sampling method, a form of purposeful sampling, and data was collected using a semi-structured interview form developed by the researchers. Data analysis was conducted using the descriptive analysis method. The findings indicate that female administrators endured various mobbing behaviours from their superiors, colleagues, teachers, and parents. Female school administrators reported experiencing issues such as social prejudice and gender discrimination. It has been determined that effective communication, professional collaboration, and psychological empowerment strategies are advantageous to cope with mobbing. Female school administrators display hesitancy in undertaking administrative tasks due to their gender-based social role perceptions specific to a patriarchal society. This difficulty is compounded by the challenges that they encounter. Female school principals encourage their female colleagues to recognise their potential and have the confidence to become administrators. It is expected that the research will bring a new perspective to the field of women administrators and contribute to the processes of appointing administrators.

 The purpose of this study is to explore the difficulties of being a female school administrator and the mobbing behaviours that female administrators are exposed to while working as administrators and their coping strategies with mobbing. The methodology employed is qualitative research, and the study focuses on a group of twenty female school administrators working in Şanlıurfa. The study utilised the criterion sampling method, a form of purposeful sampling, and data was collected using a semi-structured interview form developed by the researchers. Data analysis was conducted using the descriptive analysis method. The findings indicate that female administrators endured various mobbing behaviours from their superiors, colleagues, teachers, and parents. Female school administrators reported experiencing issues such as social prejudice and gender discrimination. It has been determined that effective communication, professional collaboration, and psychological empowerment strategies are advantageous to cope with mobbing. Female school administrators display hesitancy in undertaking administrative tasks due to their gender-based social role perceptions specific to a patriarchal society. This difficulty is compounded by the challenges that they encounter. Female school principals encourage their female colleagues to recognise their potential and have the confidence to become administrators. It is expected that the research will bring a new perspective to the field of women administrators and contribute to the processes of appointing administrators.

 Bu araştırmanın amacı, kadın okul yöneticisi olmanın zorlukları ve kadın yöneticilerin yöneticilik yaparken maruz kaldıkları mobbing davranışları ve mobbingle baş etme stratejilerinin değerlendirilmesidir. Araştırmada nitel araştırma yöntemi kullanılmıştır. Araştırmanın çalışma grubu Şanlıurfada yirmi kadın okul yöneticisinden oluşmaktadır. Çalışmada amaçlı örnekleme yöntemlerinden ölçüt örnekleme yöntemi, veri toplama aracı olarak ise araştırmacılar tarafından geliştirilen yarı yapılandırılmış görüşme formu kullanılmıştır. Verilerin analizinde betimsel analiz yöntemi kullanılmıştır. Araştırma sonuçları kadın yöneticilerin üstleri, çalışma arkadaşları, öğretmenler ve veliler tarafından çeşitli mobbing davranışlarına maruz kaldıklarını ortaya koymaktadır. Ayrıca, kadın yöneticiler toplumsal ön yargı, cinsiyet ayrımcılığı gibi bir dizi sorunlar yaşadıklarını belirtmişlerdir. Kadın yöneticiler mobbingle baş etmede iletişim, mesleki iş birliği ve psikolojik güçlendirme stratejilerinden yararlandıkları sonucuna ulaşılmıştır. Kadın okul yöneticilerinin ataerkil toplum niteliklerine özgü cinsiyete dayalı toplumsal rol algılarından ve yaşadıkları zorluklardan kaynaklı yöneticilik görevi üstlenmede çekinme davranışı sergilemektedirler. Kadın okul müdürleri, bu pozisyonu yürüten kadın meslektaşlarına potansiyellerinin farkına varmalarını ve yönetici olma konusunda kendilerine güvenmelerini önermektedirler. Araştırmanın kadın yöneticilere yönelik alana yeni bir bakış açısı getirmesi ve yönetici atama süreçlerine katkı sunması beklenmektedir.

Makale detayları

The Challenges Faced by Female School Administrators and the Evaluation of the Mobbing Situations They Experienced

Yazarlar:

Merve Tacir Dişli | Ramazan Atasoy

Yayıncı:

Harran University

Ana Başlıklar:

Eğitim Psikolojisi

Dergi:

Harran Maarif Dergisi Vol.9 Issue 2, pp.296-322

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001334673

pISSN:

2564-761X

mobbıng

school principal

coping stategymobbing

başetme stratejisi

kadın okul yöneticisi

Sayı

Makale detayları

The Challenges Faced by Female School Administrators and the Evaluation of the Mobbing Situations They Experienced

Yazarlar: Merve Tacir Dişli | Ramazan Atasoy

Yayıncı: Harran University

Ana Başlıklar: Eğitim Psikolojisi

Dergi: Harran Maarif Dergisi Vol.9 Issue 2, pp.296-322

Belge Tipi: Makale

Yayın Tarihi: 12/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001334673

pISSN: 2564-761X

mobbıng

school principal

coping stategymobbing

başetme stratejisi

kadın okul yöneticisi

Sayı

Yazarlar:

Merve Tacir Dişli | Ramazan Atasoy

Yayıncı:

Harran University

Ana Başlıklar:

Eğitim Psikolojisi

Dergi:

Harran Maarif Dergisi Vol.9 Issue 2, pp.296-322

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001334673

pISSN:

2564-761X