Women School Principals: Career Stories

Merve Çakır Bayram; Melike Günbey

Makale detayları

Women School Principals: Career Stories

Yazarlar:

Merve Çakır Bayram | Melike Günbey

Yayıncı:

Erzincan Binali Yildirim University

Ana Başlıklar:

Eğitim Yönetimi

Dergi:

Erzincan Üniversitesi Eğitim Fakültesi Dergisi Vol.26 Issue 3, pp.460-470

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001327203

pISSN:

2148-7758

Anahtar kelimeler:

Özet:

 This study determined the career process of women school principals based on their life stories. The career stories were chronologically analyzed in three stages: the pre-administration stage, the transition to administration stage and the administration stage. This research used a narrative methodology. The study group, which included 14 female school principals and vice principals employed in public schools in a Black Sea Region city during the 20232024 academic year, was chosen using the snowball sampling method. The data were collected through a semi-structured interview form and analyzed using thematic analysis. The results of the pre-administration stage revealed that having leadership qualities, negative experiences as a teacher and top-down request are the reasons why they became principals. The support from their family, partners, and colleagues was effective to become a principal. The results of the transition stage were exposure to negative comments, workload, work-life balance, and long working hours and showed that each participant was appointed under different policies. The results of the administration stage indicated that the participants encountered difficulties such as gender-based discrimination, prejudice, mobbing, work-life balance, role conflict, and health problems, and they used strategies such as getting help from school principals, solving problems on their own to overcome.

 This study determined the career process of women school principals based on their life stories. The career stories were chronologically analyzed in three stages: the pre-administration stage, the transition to administration stage and the administration stage. This research used a narrative methodology. The study group, which included 14 female school principals and vice principals employed in public schools in a Black Sea Region city during the 20232024 academic year, was chosen using the snowball sampling method. The data were collected through a semi-structured interview form and analyzed using thematic analysis. The results of the pre-administration stage revealed that having leadership qualities, negative experiences as a teacher and top-down request are the reasons why they became principals. The support from their family, partners, and colleagues was effective to become a principal. The results of the transition stage were exposure to negative comments, workload, work-life balance, and long working hours and showed that each participant was appointed under different policies. The results of the administration stage indicated that the participants encountered difficulties such as gender-based discrimination, prejudice, mobbing, work-life balance, role conflict, and health problems, and they used strategies such as getting help from school principals, solving problems on their own to overcome.

 This study determined the career process of women school principals based on their life stories. The career stories were chronologically analyzed in three stages: the pre-administration stage, the transition to administration stage and the administration stage. This research used a narrative methodology. The study group, which included 14 female school principals and vice principals employed in public schools in a Black Sea Region city during the 20232024 academic year, was chosen using the snowball sampling method. The data were collected through a semi-structured interview form and analyzed using thematic analysis. The results of the pre-administration stage revealed that having leadership qualities, negative experiences as a teacher and top-down request are the reasons why they became principals. The support from their family, partners, and colleagues was effective to become a principal. The results of the transition stage were exposure to negative comments, workload, work-life balance, and long working hours and showed that each participant was appointed under different policies. The results of the administration stage indicated that the participants encountered difficulties such as gender-based discrimination, prejudice, mobbing, work-life balance, role conflict, and health problems, and they used strategies such as getting help from school principals, solving problems on their own to overcome.

 Bu çalışma, kadın okul müdürlerinin kariyer süreçlerini kendi yaşam öykülerinden yola çıkarak tespit etmektedir. Kariyer hikayeleri kronolojik olarak üç aşamada analiz edilmiştir: Yöneticilik öncesi aşama, yöneticiliğe geçiş aşaması ve yöneticilik aşaması. Bu çalışma anlatı deseni kullanılarak tasarlanmıştır. Kartopu örnekleme yöntemiyle seçilen çalışma grubu, 2023-2024 eğitim-öğretim yılında Karadeniz Bölgesindeki bir ilin devlet okullarında görev yapan 14 kadın okul müdürü ve müdür yardımcılarından oluşmaktadır. Veriler yarı yapılandırılmış görüşme formu aracılığıyla toplanmış ve tematik analiz kullanılarak analiz edilmiştir. Yöneticilik öncesi aşamanın sonuçları, müdür olma nedenleri arasında liderlik özelliklerine sahip olmanın, öğretmen olarak olumsuz deneyimlerin ve üst yönetimin talepleri olduğunu ortaya çıkarmıştır. Aile, eş ve meslektaşların desteğinin müdür olmada etkili olduğu belirlenmiştir. Geçiş aşamasının sonuçları olumsuz yorumlara maruz kalma, iş yükü, iş-yaşam dengesi ve uzun çalışma saatleri ve her katılımcının farklı politikalar kapsamında atandığını göstermektedir. Yönetim aşaması sonuçları, katılımcıların cinsiyete dayalı ayrımcılık, önyargı, mobbing, iş-yaşam dengesi, rol çatışması, sağlık sorunları gibi zorluklarla karşılaştıklarını ve bu zorluklarla başa çıkmada okul müdürlerinden yardım alma, sorunları kendi başlarına çözme gibi stratejiler kullandıklarını göstermiştir.

Makale detayları

Women School Principals: Career Stories

Yazarlar:

Merve Çakır Bayram | Melike Günbey

Yayıncı:

Erzincan Binali Yildirim University

Ana Başlıklar:

Eğitim Yönetimi

Dergi:

Erzincan Üniversitesi Eğitim Fakültesi Dergisi Vol.26 Issue 3, pp.460-470

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001327203

pISSN:

2148-7758

Women school principals

school administration

career stages

obstacle

supportKadın okul yöneticileri

okul yönetimi

kariyer dönemleri

engel

destek

Sayı

Makale detayları

Yazarlar: Merve Çakır Bayram | Melike Günbey

Yayıncı: Erzincan Binali Yildirim University

Ana Başlıklar: Eğitim Yönetimi

Dergi: Erzincan Üniversitesi Eğitim Fakültesi Dergisi Vol.26 Issue 3, pp.460-470

Belge Tipi: Makale

Yayın Tarihi: 9/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001327203

pISSN: 2148-7758

Sayı

Yazarlar:

Merve Çakır Bayram | Melike Günbey

Yayıncı:

Erzincan Binali Yildirim University

Ana Başlıklar:

Eğitim Yönetimi

Dergi:

Erzincan Üniversitesi Eğitim Fakültesi Dergisi Vol.26 Issue 3, pp.460-470

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001327203

pISSN:

2148-7758