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İngiltere’de Mevcut Okul Müdürleri ve Müdür Adaylarına Verilen Eğitim Programlarının Değerlendirilmesi

Year 2019, Volume: 7 Issue: 3, 1145 - 1173, 31.07.2019

Abstract

Bu çalışma, Türkiye'deki okul müdürlerinin yetiştirilmesinde temel alınabilecek İngiltere okul müdürü yetiştirme programlarına ilişkin okul yöneticilerinin görüşlerini değerlendirmeyi amaçlamaktadır. Bu görüşlerden yola çıkılarak okul müdürü yetiştirme programları ihtiyaç analizi, örgütsel düzenlemeler, eğitim faaliyetlerinin etkililiği, programların içeriği, Okul Müdürlerinin Liderlik ve Yönetim Programı [HEADLAMP] ve Okul Müdürlüğü için Ulusal Mesleki Yeterlik [NPQH] programının etkisi ve faydaları temelinde değerlendirilmiştir. Bu programların yayınlanmış değerlendirmelerinin olmaması nedeniyle, bu araştırma bilgi oluşturma ve gelişimsel inceleme şeklinde tasarlanmıştır ve katılımcıların bu programların süreçleri ve etkileri hakkındaki görüşleri üzerinden yürütülmüştür. Katılımcıların genel eğilimlerinden, okul müdürü yetiştirme eğitiminin niteliği konusunda olumlu görüşlere sahip oldukları belirlenmiştir; ancak a) özellikle müdür yardımcıları, mevcut görevlerini yerine getirmeye devam ederken, müdürlük eğitimine katılmak için ciddi desteğe ihtiyaç duyduklarını dile getirmiştir; b) katılımcılar, bu eğitimin gerçek okul bağlamlarında yürütülmesi gerektiğinin önemini vurgulamıştır; c) ayrıca katılımcılar bölgelerde uygulama niteliğinin göz önünde bulundurulması gerektiğinin altını çizmiştir. Bu kapsamda bu programlarla ilgili yapılan çalışmalar ve Öğretmen Yetiştirme Kuruluşu [TTA] tarafından bu eğitime ilişkin yapılan son değişiklikler bağlamında, mevcut araştırmanın güçlü ve zayıf yönleri üzerine eleştirel bir değerlendirme yapılarak, İngiltere ve Türkiye bağlamları için olası çıkarımlar tartışılmıştır.

References

  • Beardwell, I., & Holden, L. (1997). Human resource management: A contemporary perspective. London: Pitman Publishing.
  • Bleach, K. (1998). The heads who dare to have vision. Times Educational Supplement, 20 March.
  • Bolam, R. (1997). Management development for headteachers: Retrospect and prospect. Educational Management and Administration, 25(3), 265-283.
  • Bollington, R. (1998). Professional development today - improving headship: NPQH in practice. NPQH Training and Development Centre Manager. East Midlands.
  • Borg, W. R. (1987). Applying educational research. New York: Longman.
  • Bransford, J.D., Brown, A.L., & Cocking, R.R. (Ed.) (1999). How people learn: Brain, mind, experience, and school. Washington, D.C.: National Academy Press.
  • Bursalioglu, Z. (1994). Okul yonetiminde yeni yapi ve davranis (New constructivism in school management). Ankara: Pegem.
  • Bush, T. (1998). The national professional qualification for headship: The key to effective school leadership? School Leadership & Management, 18(3), 321-333.
  • Busher, H., & Paxton, L. (1997). HEADLAMP - A Local Experience in Partnership. In Tomlinson, H. (Ed), Managing continuing professional development in schools. London: P.C.P.
  • Chelimsky, E., & Shadish, W.R. (Ed.) (1997). Evaluation for the 21st Century: A handbook. Thousand Oaks, Calif: SAGE Publications.
  • Collarbone, P. (1998). Developing a leadership programme for school leaders: An NPQH assessment centre manager reflects. School Leadership and Management, 18(3), 335-346.
  • Craft, A. (1996). Continuing professional development: A practical guide for teachers and schools. London: The Open University Press.
  • DfEE (2000). National Professional Qualification for Headship (NPQH) further information for headteachers for 2000 - 2001. London: DfEE
  • Eraut, M. (1994). Developing professional knowledge and competence. London: Falmer Press.
  • Eraut, M., Alderton, J., Cole, G., & Senker, P. (1998). Development of knowledge and skills in employment. University of Sussex Institute of Education, Research Report No:5.
  • Garrett, V., & McGeachie, B. (1999). Preparation for headship? The role of the deputy head in the primary school. School Leadership and Management, 19(1), 67-81.
  • Gunraj, J., & Rutherford, D. (1998). HEADLAMP: Headteachers' reactions. Management in Education, 12(2), 21-23.
  • Gyte, G. (1998). National professional qualification. In NFER (pp. 20-25).
  • HTI Leadership & Management (1998). Education and business in partnership. Coventry: Hodder & Stoughton.
  • Hughes, M.G. (1985). Leadership in professionally staffed organisations. Management in education: The system and the institution. Eastbourne: Holt, Rinehart and Winston.
  • Joyce, B., & Showers, B. (1988). Student achievement through staff development. New York: Longman.
  • Lave J., & Wenger E. (1991). Situated learning: Legitimate peripheral participation.
  • Lodge, C. (1998). Training aspiring heads on NPQH: Issues and progress. School Leadership & Management, 18(3), 347-357.
  • MORI (1995). Survey of continuing professional development. London.
  • Patton, M. (2014). Qualitative research and evaluation methods. 3rd Edition, Sage Publications, Thousand Oaks.
  • Patton, M.Q. (1990). Qualitative evaluation and research methods. California: Sage Publications.
  • Powney, J.A., & Watts, M.J. (1987). Interviewing in educational research. London: Routledge.
  • Reid, M.A., & Barrington, H. (1996). Training interventions: Managing employee development.
  • Robson, C. (1993). Real world research. Oxford: Blackwell.
  • Southworth, G. (1999). Primary School Leadership in England: policy, practice and theory. School Leadership & Management, 19(1), 49-65.
  • Taymaz, H. (1989). Uygulamalı okul yönetimi (Applied school management). Ankara: A.Ü. EBF. Yayınları.
  • Teacher Training Agency [TTA] (1995). Advice to the Secretary of State on the Continuing Professional Development of Teachers. London: TTA.
  • Teacher Training Agency [TTA] (1995a). HEADLAMP: Leadership and Management Programme for New Headteachers. London: TTA.
  • Teacher Training Agency [TTA] (1996). Consultation paper on the national professional qualification for headteachers. London: TTA
  • Teacher Training Agency [TTA] (1997). National standards for headteachers. London: TTA
  • Teacher Training Agency [TTA] (1997a). Preparing for headship: Information for candidates. London: TTA.
  • Teacher Training Agency [TTA] (1997b). Report on the outcomes of the NPQH training trials 1996 -7. London: TTA.
  • Teacher Training Agency [TTA] (1998). National training for serving headteachers. London: TTA.
  • Tomlinson, P.D. (1995a). Understanding Mentoring: Reflective strategies for school-based teacher preparation. Buckingham: Open University Press.
  • Tomlinson, P.D. (1995b). Can competence profiling work for effective teacher education? I General Issues. Oxford Review of Education, 21(2), 179-194.
  • Tomlinson, P.D. (1995c). Can competence profiling work for effective teacher education? II Pitfalls and Principles. Oxford Review of Education, 21(3), 299-314.

Evaluation of Training Provision/Programs for Existing and Prospective School Headteachers in England

Year 2019, Volume: 7 Issue: 3, 1145 - 1173, 31.07.2019

Abstract

This study aims to evalutae the views of school administrators on England school headteacher training programs, which can be an example for the training of school headteachers in Turkey. Based on these views, school headteachers’ training programs are evaluated in terms of needs assessment, organizational arrangements, the effectiveness of educational activities, the content of programs, and effectiveness and benefits of Headteacher's Leadership and Management Program (HEADLAMP) and National Professional Qualification for Headship (NPQH). Given a lack of published evaluations of these programs, a knowledge-building, developmental investigation was designed and conducted into HEADLAMP and NPQH participants' views of the processes and impact of these programs. Based on the general tendencies of the participants, it was determined that they had positive opinions about the quality of school headteachers’ training; however, a) deputy heads in particular expressed serious concern about the need for realistic support to engage in headship training whilst continuing to fulfil their existing posts; b) participants emphasised the importance of also including training provision situated within real school contexts; c) they emphasised the importance of quality of local implementation. In the context of other recent papers on these programs, recent alterations to them by the TTA and a critical reflection on the strengths and weaknesses of the present investigation, possible implications for the UK and Turkish situations were discussed.

References

  • Beardwell, I., & Holden, L. (1997). Human resource management: A contemporary perspective. London: Pitman Publishing.
  • Bleach, K. (1998). The heads who dare to have vision. Times Educational Supplement, 20 March.
  • Bolam, R. (1997). Management development for headteachers: Retrospect and prospect. Educational Management and Administration, 25(3), 265-283.
  • Bollington, R. (1998). Professional development today - improving headship: NPQH in practice. NPQH Training and Development Centre Manager. East Midlands.
  • Borg, W. R. (1987). Applying educational research. New York: Longman.
  • Bransford, J.D., Brown, A.L., & Cocking, R.R. (Ed.) (1999). How people learn: Brain, mind, experience, and school. Washington, D.C.: National Academy Press.
  • Bursalioglu, Z. (1994). Okul yonetiminde yeni yapi ve davranis (New constructivism in school management). Ankara: Pegem.
  • Bush, T. (1998). The national professional qualification for headship: The key to effective school leadership? School Leadership & Management, 18(3), 321-333.
  • Busher, H., & Paxton, L. (1997). HEADLAMP - A Local Experience in Partnership. In Tomlinson, H. (Ed), Managing continuing professional development in schools. London: P.C.P.
  • Chelimsky, E., & Shadish, W.R. (Ed.) (1997). Evaluation for the 21st Century: A handbook. Thousand Oaks, Calif: SAGE Publications.
  • Collarbone, P. (1998). Developing a leadership programme for school leaders: An NPQH assessment centre manager reflects. School Leadership and Management, 18(3), 335-346.
  • Craft, A. (1996). Continuing professional development: A practical guide for teachers and schools. London: The Open University Press.
  • DfEE (2000). National Professional Qualification for Headship (NPQH) further information for headteachers for 2000 - 2001. London: DfEE
  • Eraut, M. (1994). Developing professional knowledge and competence. London: Falmer Press.
  • Eraut, M., Alderton, J., Cole, G., & Senker, P. (1998). Development of knowledge and skills in employment. University of Sussex Institute of Education, Research Report No:5.
  • Garrett, V., & McGeachie, B. (1999). Preparation for headship? The role of the deputy head in the primary school. School Leadership and Management, 19(1), 67-81.
  • Gunraj, J., & Rutherford, D. (1998). HEADLAMP: Headteachers' reactions. Management in Education, 12(2), 21-23.
  • Gyte, G. (1998). National professional qualification. In NFER (pp. 20-25).
  • HTI Leadership & Management (1998). Education and business in partnership. Coventry: Hodder & Stoughton.
  • Hughes, M.G. (1985). Leadership in professionally staffed organisations. Management in education: The system and the institution. Eastbourne: Holt, Rinehart and Winston.
  • Joyce, B., & Showers, B. (1988). Student achievement through staff development. New York: Longman.
  • Lave J., & Wenger E. (1991). Situated learning: Legitimate peripheral participation.
  • Lodge, C. (1998). Training aspiring heads on NPQH: Issues and progress. School Leadership & Management, 18(3), 347-357.
  • MORI (1995). Survey of continuing professional development. London.
  • Patton, M. (2014). Qualitative research and evaluation methods. 3rd Edition, Sage Publications, Thousand Oaks.
  • Patton, M.Q. (1990). Qualitative evaluation and research methods. California: Sage Publications.
  • Powney, J.A., & Watts, M.J. (1987). Interviewing in educational research. London: Routledge.
  • Reid, M.A., & Barrington, H. (1996). Training interventions: Managing employee development.
  • Robson, C. (1993). Real world research. Oxford: Blackwell.
  • Southworth, G. (1999). Primary School Leadership in England: policy, practice and theory. School Leadership & Management, 19(1), 49-65.
  • Taymaz, H. (1989). Uygulamalı okul yönetimi (Applied school management). Ankara: A.Ü. EBF. Yayınları.
  • Teacher Training Agency [TTA] (1995). Advice to the Secretary of State on the Continuing Professional Development of Teachers. London: TTA.
  • Teacher Training Agency [TTA] (1995a). HEADLAMP: Leadership and Management Programme for New Headteachers. London: TTA.
  • Teacher Training Agency [TTA] (1996). Consultation paper on the national professional qualification for headteachers. London: TTA
  • Teacher Training Agency [TTA] (1997). National standards for headteachers. London: TTA
  • Teacher Training Agency [TTA] (1997a). Preparing for headship: Information for candidates. London: TTA.
  • Teacher Training Agency [TTA] (1997b). Report on the outcomes of the NPQH training trials 1996 -7. London: TTA.
  • Teacher Training Agency [TTA] (1998). National training for serving headteachers. London: TTA.
  • Tomlinson, P.D. (1995a). Understanding Mentoring: Reflective strategies for school-based teacher preparation. Buckingham: Open University Press.
  • Tomlinson, P.D. (1995b). Can competence profiling work for effective teacher education? I General Issues. Oxford Review of Education, 21(2), 179-194.
  • Tomlinson, P.D. (1995c). Can competence profiling work for effective teacher education? II Pitfalls and Principles. Oxford Review of Education, 21(3), 299-314.
There are 41 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Şakir Çınkır 0000-0001-8057-938X

Publication Date July 31, 2019
Published in Issue Year 2019 Volume: 7 Issue: 3

Cite

APA Çınkır, Ş. (2019). İngiltere’de Mevcut Okul Müdürleri ve Müdür Adaylarına Verilen Eğitim Programlarının Değerlendirilmesi. Eğitimde Nitel Araştırmalar Dergisi, 7(3), 1145-1173.
AMA Çınkır Ş. İngiltere’de Mevcut Okul Müdürleri ve Müdür Adaylarına Verilen Eğitim Programlarının Değerlendirilmesi. Derginin Amacı ve Kapsamı. July 2019;7(3):1145-1173.
Chicago Çınkır, Şakir. “İngiltere’de Mevcut Okul Müdürleri Ve Müdür Adaylarına Verilen Eğitim Programlarının Değerlendirilmesi”. Eğitimde Nitel Araştırmalar Dergisi 7, no. 3 (July 2019): 1145-73.
EndNote Çınkır Ş (July 1, 2019) İngiltere’de Mevcut Okul Müdürleri ve Müdür Adaylarına Verilen Eğitim Programlarının Değerlendirilmesi. Eğitimde Nitel Araştırmalar Dergisi 7 3 1145–1173.
IEEE Ş. Çınkır, “İngiltere’de Mevcut Okul Müdürleri ve Müdür Adaylarına Verilen Eğitim Programlarının Değerlendirilmesi”, Derginin Amacı ve Kapsamı, vol. 7, no. 3, pp. 1145–1173, 2019.
ISNAD Çınkır, Şakir. “İngiltere’de Mevcut Okul Müdürleri Ve Müdür Adaylarına Verilen Eğitim Programlarının Değerlendirilmesi”. Eğitimde Nitel Araştırmalar Dergisi 7/3 (July 2019), 1145-1173.
JAMA Çınkır Ş. İngiltere’de Mevcut Okul Müdürleri ve Müdür Adaylarına Verilen Eğitim Programlarının Değerlendirilmesi. Derginin Amacı ve Kapsamı. 2019;7:1145–1173.
MLA Çınkır, Şakir. “İngiltere’de Mevcut Okul Müdürleri Ve Müdür Adaylarına Verilen Eğitim Programlarının Değerlendirilmesi”. Eğitimde Nitel Araştırmalar Dergisi, vol. 7, no. 3, 2019, pp. 1145-73.
Vancouver Çınkır Ş. İngiltere’de Mevcut Okul Müdürleri ve Müdür Adaylarına Verilen Eğitim Programlarının Değerlendirilmesi. Derginin Amacı ve Kapsamı. 2019;7(3):1145-73.