Educational Administration: Theory and Practice

Educational Administration: Theory & Practice: Vol 25, Issue

Teacher Emotions in Organizational Change Process

Even though research has shown that change interventions in educational organizations trigger emotional reactions, these reactions are still overlooked not only in theory but also in practice. Emotions experienced during the change process are, indeed, effective factors in shaping the implementers’ change-related attitudes and behaviors and maintaining their professional identities without losing their focus on teaching. However, the problems including the false beliefs about emotions, the cultural and individualized approaches needed for managing emotions, and lack of information about the functions of emotions have resulted in the underemphasized role of the highly important emotional dimension of change process. In this respect, the purpose of this study is to reveal the roles of emotions experienced by teachers about educational changes, the myths about these emotions, and related factors with a literature-based discussion. The results of the study indicated that teacher participation in the change process, support, and open communication play crucial roles in teachers’ change-related emotions, along with individual characteristics

School Principals and Human Relations

The purpose of this study was to develop an understanding of what human relations mean for school principals. The following questions were examined in the present study: “On what bases are human relations established by school principals both inside and outside the school?” and “Which meaning patterns are apparent in these relations?” Conducted in phenomenological design, the sample consisted of 51 school principals, who were working in the selected from 19 provinces,including at least one province from each of the 26 sub-regions of 2nd level classification, which was determined by the Turkish Statistical Institute (TUIK). Data indicated two bases on which human relations actualized: sympathetic and political bases. On sympathetic basis, patterns of meaning such as constructing belonging, building trust, building motivation, accessibility, consultation and restorative approach emerged; however, on political basis, patterns of meaning as acceptance, providing role balance, exceeding the form, authority representation and elimination of financial needs became visible

Typologies of Principals: School Administration and Routine Works

This study aims to reveal what the principals’ experience of being a principal means to them. Phenomenological research design was used in the study. The study group of the research selected by the maximum diversity sampling consists of 37 principals. The findings of the study show that the most time-consuming tasks of school principals are grouped under three main headings: (i) supervision and control, (ii) establishing and maintaining relationships and (iii)managing bureaucratic processes. There are 11 types of principals created by these daily works: watchman, fatherly, contractor, office clerk, visible, task sharer, CEO, psychologist, Swiss army knife, film director and culture builder. However, although this study shows that school principals assume more of a specific role and type, it can be stated that the permeability between these roles and types is high and whether or not the principals are mobile and relationship oriented have significant effects on the types they take on

Being a Woman School Principal in Turkey

The purpose of this study is to examine how women school principals make sense of being a principal. Towards achieving this purpose, phenomenological approach was used. The study group consisted of 10 female school principals selected through maximum variation sampling which is a purposeful sampling method. The data was collected through a semi-structured interview form designed to reveal how participants make sense of being a school principal as woman. The interview form consisted of 21 open-ended questions. Phenomenological data analysis is used to understand how female school principals make sense of becoming a principal. The participants’ statements regarding their experience as female school principals are grouped under four (4) themes. These themes are as follows: (1) choosing to become a teacher, (2) choosing to become a principal, (3) difference in approach of female principals in school management, (4) challenges faced by women in school management in a male-dominated career area

Editorial

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Principalship in Building Shared Meanings in School

This study focuses on the professional and personal experiences of school principals in the processof constructing maintaining or changing their culture. The goal is to reveal how principals make sense of interaction processes in the context of building a positive school culture. On the basis of the interaction process in the school, the construction of shared meanings and values were analyzed through expectations of behavior, elements of culture such as values, norms, ceremonies, stories, heroes, language and daily life practices were used. Phenomenological analysis was used. The study group included school principals based on the 1st level of TUIK regional classification. Principals was selected through maximum variation sampling. It was found that the meaningful processes of school principals in terms of time, place, role and success are very important in buil- ding the school culture

Principals’ Ordeal with Bureaucracy

The purpose of this study is to reveal how school principals position themselves against bureaucracy and investigate their conceptions of bureaucracy in public education system. Phenomenological approach was used to analyze the qualitative data. Participants were 19 primary, middle and high school principals from 11 provinces of Turkey. The quantitative data was collected from 445 principals and were used in the level 2 (26 sub-regions) based on TURKSTAT regional classification. At least one province of each of these sub-regions was selected. Findings indicate that principals conceive bureaucracy based on dysfunctional aspects of Weberian bureaucracy. Principals interpret bureaucracy as “an instrument of domination, disrupts relations between individuals and institutions, a red-tape, slows down the process, the routine of the public and prevents communication.Bureaucratic roles of public bureaucrats were also emphasized in the study. Findings suggest that bureaucratic roles and street-level bureaucracy should be taken into account in principal selection and training processes

Editorial

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