Ilkögretim Okullarindaki Okul Gelisim Yönetim Ekibi Üyelerinin Görevlerine Iliskin Algilari/The Perceptions Of The School Development Management Team Members On Their Own Tasks

• Published in: Selçuk Üniversitesi Sosyal Bilimler Enstitüsü dergisi 2011-01 (25), p.345
• Main Author: Gökyer, Necmi
• Format: Article
• Language: Turkish
• Subjects: Attitudes; Business; Educational attainment; Elementary education; Mathematics; Parent teacher groups; Polls & surveys; Questionnaires; Schools; Strategic planning; Studies; Teachers; Teaching; Teaching methods; Turkish language
• ISSN: 1302-1796; 1304-8899

Introduction: school is education system's functional part and its primarily production focused concrete organization which determines operational boundaries and perimeter of it (Aytaç,1998:1). ISIP (International School Improvement Project) which is supported by OECD defines school improvement as "a systematic sustained effort aimed at change in learning conditions and other related internal conditions in one or more schools, with the ultimate aim of accomplishing educational goals more effectively" (Van Velzen vd., 1985; Balci, 2001:54). School improvement is the work of improving educational change strategies that strengthen school culture and implementation of program reforms (Hargreaves ve Hopkins, 1993). Stages of school improvement are defined as taking up, implementation and institutionalization (Miles, 1986; Balci, 2001). With respect to necessity of improvement plans and their contributions to education, researches conducted by Haynes, Emmons and Woodruff(1998) determined that implementation of effective school improvement program has positive effects on student learning and school improvement program processes contribute to the development of student outcomes. Researchers such as Midthassel, Bru ve Idsöe (2000) indicated that school reforms are made more frequently today compared to past, programs are reviewed constantly and consequently, changes on new technical equipments and teaching methods have become necessary (Balkar,2010:2). Davies and Ellison (1998) stated that the conventional approaches to school planning cannot serve schools' changing needs any more. "School improvement plan is an important tool for making school and effective institution. It has the characteristics of a road map to achieve strategic goals and objectives set by the school (Ministry of Education, EARGED,2007:9). Planning is the key element in the process of school improvement actualized in effective schools (Mintrop and Maclellan,2002:277). In the 1990s, the improvement move in education gravitated towards detailed educational objectives and high standards (Marzano,R.J. et al,1993). Ministry of Education implemented "the Improving National Education Project (MEGP)" in order to ensure the organizational change in Turkish national education system. The aim of school improvement plan is the development of quality of learning and teaching processes. By this way, more students are got to reach necessary proficiency levels in the basic discipline areas. So, performance indi