Discriminatory Behaviors of School Administrators and Their Reflections on Schools

Ramazan Özkul; Hasan Demirtaş

Makale detayları

Discriminatory Behaviors of School Administrators and Their Reflections on Schools

Yazarlar:

Ramazan Özkul | Hasan Demirtaş

Yayıncı:

Ataturk University

Ana Başlıklar:

Education Management

Dergi:

Educational Academic Research Issue 57, pp.1-13

Belge Tipi:

Makale

Yayın Tarihi:

2/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001345771

pISSN:

2822-3535

Anahtar kelimeler:

Özet:

 This study examines the reflections of school principals discriminatory behaviors on schools based on the views of teachers working at different educational levels. The study group consisted of 14 teachers working in Malatya province. Designed using qualitative research methods, the study followed a phenomenological approach. Data were collected through a semi-structured interview form prepared by the researcher and focus group interviews. The data were analyzed using content analysis, initially categorized, and evaluated based on the emerging themes. The research findings revealed three main themes: discriminatory behaviors in the school environment, how teachers perceive these discriminatory behaviors, and suggestions for preventing such behaviors. It was found that some teachers experienced exclusion, injustice, unfair treatment, loss of motivation, loneliness, and low school attachment due to discriminatory behaviors. Teachers participating in the study emphasized that the most critical measures for eliminating discriminatory behaviors include training for school administrators, performance-based evaluation, establishing institutional school structures, and implementing inclusive practices. The recommendations are developed based on research findings. School administrators must develop the ability to treat all teachers equitably, regardless of gender, culture, political ideology, or other factors. Clear policies to prevent discrimination in school environments should be implemented, and staff members should be actively involved in decision-making processes. The selection and training of school administrators should prioritize merit and qualifications to ensure effective leadership.

 This study examines the reflections of school principals discriminatory behaviors on schools based on the views of teachers working at different educational levels. The study group consisted of 14 teachers working in Malatya province. Designed using qualitative research methods, the study followed a phenomenological approach. Data were collected through a semi-structured interview form prepared by the researcher and focus group interviews. The data were analyzed using content analysis, initially categorized, and evaluated based on the emerging themes. The research findings revealed three main themes: discriminatory behaviors in the school environment, how teachers perceive these discriminatory behaviors, and suggestions for preventing such behaviors. It was found that some teachers experienced exclusion, injustice, unfair treatment, loss of motivation, loneliness, and low school attachment due to discriminatory behaviors. Teachers participating in the study emphasized that the most critical measures for eliminating discriminatory behaviors include training for school administrators, performance-based evaluation, establishing institutional school structures, and implementing inclusive practices. The recommendations are developed based on research findings. School administrators must develop the ability to treat all teachers equitably, regardless of gender, culture, political ideology, or other factors. Clear policies to prevent discrimination in school environments should be implemented, and staff members should be actively involved in decision-making processes. The selection and training of school administrators should prioritize merit and qualifications to ensure effective leadership.

 This study examines the reflections of school principals discriminatory behaviors on schools based on the views of teachers working at different educational levels. The study group consisted of 14 teachers working in Malatya province. Designed using qualitative research methods, the study followed a phenomenological approach. Data were collected through a semi-structured interview form prepared by the researcher and focus group interviews. The data were analyzed using content analysis, initially categorized, and evaluated based on the emerging themes. The research findings revealed three main themes: discriminatory behaviors in the school environment, how teachers perceive these discriminatory behaviors, and suggestions for preventing such behaviors. It was found that some teachers experienced exclusion, injustice, unfair treatment, loss of motivation, loneliness, and low school attachment due to discriminatory behaviors. Teachers participating in the study emphasized that the most critical measures for eliminating discriminatory behaviors include training for school administrators, performance-based evaluation, establishing institutional school structures, and implementing inclusive practices. The recommendations are developed based on research findings. School administrators must develop the ability to treat all teachers equitably, regardless of gender, culture, political ideology, or other factors. Clear policies to prevent discrimination in school environments should be implemented, and staff members should be actively involved in decision-making processes. The selection and training of school administrators should prioritize merit and qualifications to ensure effective leadership.

 Bu çalışmada, farklı eğitim kademelerinde görev yapan öğretmenlerin görüşlerine dayalı olarak okul müdürlerinin ayrımcı davranışlarının okullara yansımaları incelenmektedir. Çalışma grubunu Malatya ilinde görev yapan 14 öğretmen oluşturmaktadır. Nitel araştırma yöntemleri kullanılarak desenlenen çalışmada fenomenolojik yaklaşım izlenmiştir. Veriler, araştırmacı tarafından hazırlanan yarı yapılandırılmış görüşme formu ve odak grup görüşmeleri ile toplanmıştır. Veriler içerik analizi kullanılarak analiz edilmiş, öncelikle kategorilere ayrılmış ve ortaya çıkan temalara göre değerlendirilmiştir. Araştırma bulguları üç ana temayı ortaya koymuştur: okul ortamındaki ayrımcı davranışlar, öğretmenlerin bu ayrımcı davranışları nasıl algıladıkları ve bu tür davranışların önlenmesine yönelik öneriler. Bazı öğretmenlerin ayrımcı davranışlar nedeniyle dışlanma, adaletsizlik, haksız muamele, motivasyon kaybı, yalnızlık ve düşük okul bağlanması yaşadıkları bulunmuştur. Çalışmaya katılan öğretmenler, ayrımcı davranışların ortadan kaldırılması için en kritik önlemlerin okul yöneticilerine yönelik eğitim, performansa dayalı değerlendirme, kurumsal okul yapıları oluşturulması ve kapsayıcı uygulamaların hayata geçirilmesi olduğunu vurgulamışlardır. Öneriler araştırma bulgularına dayalı olarak geliştirilmiştir. Okul yöneticileri, cinsiyet, kültür, siyasi ideoloji veya diğer faktörlerden bağımsız olarak tüm öğretmenlere eşit davranma becerisini geliştirmelidir. Okul ortamlarında ayrımcılığı önlemek için net politikalar uygulanmalı ve personel üyeleri karar alma süreçlerine aktif olarak dahil edilmelidir. Okul yöneticilerinin seçimi ve eğitimi, etkili liderliği sağlamak için liyakat ve yeterliliklere öncelik vermelidir.

Makale detayları

Discriminatory Behaviors of School Administrators and Their Reflections on Schools

Yazarlar:

Ramazan Özkul | Hasan Demirtaş

Yayıncı:

Ataturk University

Ana Başlıklar:

Education Management

Dergi:

Educational Academic Research Issue 57, pp.1-13

Belge Tipi:

Makale

Yayın Tarihi:

2/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001345771

pISSN:

2822-3535

discrimination

teacher

school administratorsAyrımcılık

öğretmen

okul yönetcileri

Sayı

Makale detayları

Discriminatory Behaviors of School Administrators and Their Reflections on Schools

Yazarlar: Ramazan Özkul | Hasan Demirtaş

Yayıncı: Ataturk University

Ana Başlıklar: Education Management

Dergi: Educational Academic Research Issue 57, pp.1-13

Belge Tipi: Makale

Yayın Tarihi: 2/2025

Belge Dili: İngilizce

Document ID (Org No.): 2001345771

pISSN: 2822-3535

discrimination

teacher

school administratorsAyrımcılık

öğretmen

okul yönetcileri

Sayı

Yazarlar:

Ramazan Özkul | Hasan Demirtaş

Yayıncı:

Ataturk University

Ana Başlıklar:

Education Management

Dergi:

Educational Academic Research Issue 57, pp.1-13

Belge Tipi:

Makale

Yayın Tarihi:

2/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001345771

pISSN:

2822-3535