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Ilkögretim Okullarindaki Okul Gelisim Yönetim Ekibi Üyelerinin Görevlerine Iliskin Algilari/The Perceptions Of The School Development Management Team Members On Their Own Tasks
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...
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| description | 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 |
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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 indicators relating to this area have to be included in the school improvement report which has to be prepared at the end of each academic year (Okul Gelisim Modeli,2007:5). School Improvement Management Team (OGYE) is the team created to represent school community and which manages and carries out the planned school improvement. For each academic year, it is responsible for preparing and conducting School Improvement Plan. OGYE, as being the fundamental dynamics of school management, is responsible for preparing school's strategic plan based on data and school improvement plan belonging to concerning academic year and ensuring the implementation of them at school. Aim: Are there any deficiencies or malfunctions in the application concerning the duties of the School improvement management team members, if any, what can be done for the unit to work more effectively will be put forward. Problem: The problem statement of this research is "what are school improvement management team members' perceptions of their duties?" Sub problems: 1.what are school improvement management team members' perceptions of their duties working at primary school? Are there any difference between dimensions? 2. Are school improvement management team members' perceptions of their duties differ by; duty, gender, educational level variables? Method: This research aiming to determine school improvement management team members' perceptions of their duties working in Ministry of National Education primary schools is survey model. Survey models aim to describe a situation in the past or in the present as it is (Karasar, 1991:77). Sample of the research: The universe of the research includes 84 primary schools in total being in central district of Malatya province during 2009-2010 education- teaching year. The sample of the research includes 252 people taking part in school improvement management team in 30 schools which were selected by simple random sampling. Data collecting system: The data was collected by questionnaire which was prepared by using the statements indicated in the establishment ojbectives of school improvement management team (OGYE) in article 99 of the Regulation on Primary Education Institutions and by a study called "Planned School Improvement Model for Strategic Management in Schools" (MEB,2007) after resorting to expert opinions. The KMO value of the data is .94, Bartlett's value 5204,051, df:435, p=.000. 1 item was removed from the scale of which factor load value is under 0.35. after the second factor analysis, factor load values of the items in the scale are between 0.41 and 0.70. Total variance of second factor is 57,95%. The Cronbach Alfa reliability value is .95. When two items measure the same structure was noticed, one of them removed from the scale and 9 items were left. There are 29 items in the scale. Data Analysis: The data was analyzed using the SPSS package program. In the analysis of the research questions, T test and Variance Analysis(One-way ANOVA) were conducted besides frequency and percentages, arithmetic means and standard deviations to determine school improvement management team members' perceptions of their duties levels. Findings and comments: Each of School improvement management team members perceive one another's duties at "mostly" level for determined dimensions. While some of the teachers only hear of school improvement management teams, some state that they do not have any information about their duties even though they are members of this board. Discussion: By the results of the research conducted by Balkar (2010), it was stated that school-environment relations have to be improved and for that assistance of parents, philanthropists and other organizations is needed. Hopkins and Levin (2000) stated that poor-performing schools may need a high level of external support. The teachers participating in the research conducted by Balkar (2010) indicated that the subjects concerning determination of current physical resources and provision of physical resources needed should be included within the schope of the plan. Cuckle and Broadhead (2003) stated that the improvement planning process is used as a tool to manage the financial changes, which supports this result by Balkar's research. In his study, Sahin (2006) determined that setting school objectives and preparing school improvement plan were conducted by mostly one or two people. By the results of the research conducted by Balkar (2010), it was determined that teachers should be informed continuously about the presentation of school improvement plan, content of it and practices. Similarly, Revees (2000) determined that understanding of the processes of change has significant influence on school improvement by improvement planning. In his study, Dogan (2003) obtained the results that teachers need to discuss innovation plans among themselves and share the responsibilities concerning the innovation with each other. Results: It was determined that there are not much work done at school about organizing any activity concerning in-service education, and work about preparing and managing "School Budget" with Parent-Teacher Association is carried out at lower level. It was determined that "school improvement management team" cannot communicate and does not attach required importance to the activities concerning orientation and provision of resources to promote and improve the school. Suggestions: 1. In-service training courses about OGYE work and duties of its members in schools that all members can attend should be planned and organized at the provincial level. 2. "school improvement management team" should be provided with the necessary support in order to communicate effectively and attach required importance to the activities concerning orientation and provision of resources to promote and improve the school. 3. The members should inform enough both parents and surrounding private and public institutions which affect the school (ward, municipal, of non-governmental organizations, unions which are thought to increase the effectiveness of school activities, foundations, associations, chambers of commerce and industry) about school improvement report. [PUBLICATION ABSTRACT]</description><identifier>ISSN: 1302-1796</identifier><identifier>EISSN: 1304-8899</identifier><language>tur</language><publisher>Adana: Selcuk University</publisher><subject>Attitudes ; Business ; Educational attainment ; Elementary education ; Mathematics ; Parent teacher groups ; Polls & surveys ; Questionnaires ; Schools ; Strategic planning ; Studies ; Teachers ; Teaching ; Teaching methods ; Turkish language</subject><ispartof>Selçuk Üniversitesi Sosyal Bilimler Enstitüsü dergisi, 2011-01 (25), p.345</ispartof><rights>Copyright Selcuk University 2011</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.proquest.com/docview/1373191845/fulltextPDF?pq-origsite=primo$$EPDF$$P50$$Gproquest$$H</linktopdf><linktohtml>$$Uhttps://www.proquest.com/docview/1373191845?pq-origsite=primo$$EHTML$$P50$$Gproquest$$H</linktohtml><link.rule.ids>314,780,784,21394,33611,43733,62661,62662,62677,74196,74221</link.rule.ids></links><search><creatorcontrib>Gökyer, Necmi</creatorcontrib><title>Ilkögretim Okullarindaki Okul Gelisim Yönetim Ekibi Üyelerinin Görevlerine Iliskin Algilari/The Perceptions Of The School Development Management Team Members On Their Own Tasks</title><title>Selçuk Üniversitesi Sosyal Bilimler Enstitüsü dergisi</title><description>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 indicators relating to this area have to be included in the school improvement report which has to be prepared at the end of each academic year (Okul Gelisim Modeli,2007:5). School Improvement Management Team (OGYE) is the team created to represent school community and which manages and carries out the planned school improvement. For each academic year, it is responsible for preparing and conducting School Improvement Plan. OGYE, as being the fundamental dynamics of school management, is responsible for preparing school's strategic plan based on data and school improvement plan belonging to concerning academic year and ensuring the implementation of them at school. Aim: Are there any deficiencies or malfunctions in the application concerning the duties of the School improvement management team members, if any, what can be done for the unit to work more effectively will be put forward. Problem: The problem statement of this research is "what are school improvement management team members' perceptions of their duties?" Sub problems: 1.what are school improvement management team members' perceptions of their duties working at primary school? Are there any difference between dimensions? 2. Are school improvement management team members' perceptions of their duties differ by; duty, gender, educational level variables? Method: This research aiming to determine school improvement management team members' perceptions of their duties working in Ministry of National Education primary schools is survey model. Survey models aim to describe a situation in the past or in the present as it is (Karasar, 1991:77). Sample of the research: The universe of the research includes 84 primary schools in total being in central district of Malatya province during 2009-2010 education- teaching year. The sample of the research includes 252 people taking part in school improvement management team in 30 schools which were selected by simple random sampling. Data collecting system: The data was collected by questionnaire which was prepared by using the statements indicated in the establishment ojbectives of school improvement management team (OGYE) in article 99 of the Regulation on Primary Education Institutions and by a study called "Planned School Improvement Model for Strategic Management in Schools" (MEB,2007) after resorting to expert opinions. The KMO value of the data is .94, Bartlett's value 5204,051, df:435, p=.000. 1 item was removed from the scale of which factor load value is under 0.35. after the second factor analysis, factor load values of the items in the scale are between 0.41 and 0.70. Total variance of second factor is 57,95%. The Cronbach Alfa reliability value is .95. When two items measure the same structure was noticed, one of them removed from the scale and 9 items were left. There are 29 items in the scale. Data Analysis: The data was analyzed using the SPSS package program. In the analysis of the research questions, T test and Variance Analysis(One-way ANOVA) were conducted besides frequency and percentages, arithmetic means and standard deviations to determine school improvement management team members' perceptions of their duties levels. Findings and comments: Each of School improvement management team members perceive one another's duties at "mostly" level for determined dimensions. While some of the teachers only hear of school improvement management teams, some state that they do not have any information about their duties even though they are members of this board. Discussion: By the results of the research conducted by Balkar (2010), it was stated that school-environment relations have to be improved and for that assistance of parents, philanthropists and other organizations is needed. Hopkins and Levin (2000) stated that poor-performing schools may need a high level of external support. The teachers participating in the research conducted by Balkar (2010) indicated that the subjects concerning determination of current physical resources and provision of physical resources needed should be included within the schope of the plan. Cuckle and Broadhead (2003) stated that the improvement planning process is used as a tool to manage the financial changes, which supports this result by Balkar's research. In his study, Sahin (2006) determined that setting school objectives and preparing school improvement plan were conducted by mostly one or two people. By the results of the research conducted by Balkar (2010), it was determined that teachers should be informed continuously about the presentation of school improvement plan, content of it and practices. Similarly, Revees (2000) determined that understanding of the processes of change has significant influence on school improvement by improvement planning. In his study, Dogan (2003) obtained the results that teachers need to discuss innovation plans among themselves and share the responsibilities concerning the innovation with each other. Results: It was determined that there are not much work done at school about organizing any activity concerning in-service education, and work about preparing and managing "School Budget" with Parent-Teacher Association is carried out at lower level. It was determined that "school improvement management team" cannot communicate and does not attach required importance to the activities concerning orientation and provision of resources to promote and improve the school. Suggestions: 1. In-service training courses about OGYE work and duties of its members in schools that all members can attend should be planned and organized at the provincial level. 2. "school improvement management team" should be provided with the necessary support in order to communicate effectively and attach required importance to the activities concerning orientation and provision of resources to promote and improve the school. 3. The members should inform enough both parents and surrounding private and public institutions which affect the school (ward, municipal, of non-governmental organizations, unions which are thought to increase the effectiveness of school activities, foundations, associations, chambers of commerce and industry) about school improvement report. [PUBLICATION ABSTRACT]</description><subject>Attitudes</subject><subject>Business</subject><subject>Educational attainment</subject><subject>Elementary education</subject><subject>Mathematics</subject><subject>Parent teacher groups</subject><subject>Polls & surveys</subject><subject>Questionnaires</subject><subject>Schools</subject><subject>Strategic planning</subject><subject>Studies</subject><subject>Teachers</subject><subject>Teaching</subject><subject>Teaching methods</subject><subject>Turkish language</subject><issn>1302-1796</issn><issn>1304-8899</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2011</creationdate><recordtype>article</recordtype><sourceid>AIMQZ</sourceid><sourceid>ALSLI</sourceid><sourceid>M2R</sourceid><recordid>eNqNjEtOwzAQhi0EEuVxh5FYR8S4IckSQSldVEEiG1aVW6apa8cOdlLEXXoMlAvkYjgWB2A1_-P754RMKIunUZbl-WnQdxFN8_tzcuHcPo4TliTphPwslBz6ymIraihkpxS3Qn9wKYKDOSrhfPU-9DowMynWAobjNyr0pNAwH3qLh-AQFh6XPnxQlRhf3ZY7hFe0G2xaYbSDYgtj9LbZGaPgCQ-oTFOjbmHJNa8wyBJ5DUus12j9Qo8LYaH48oo76a7I2ZYrh9d_95LcPM_Kx5eoseazQ9eu9qaz2lcrylJGc5pNE_Y_6hf_XGex</recordid><startdate>20110101</startdate><enddate>20110101</enddate><creator>Gökyer, Necmi</creator><general>Selcuk University</general><scope>0-V</scope><scope>3V.</scope><scope>7XB</scope><scope>88J</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>AIMQZ</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>DWQXO</scope><scope>EDSIH</scope><scope>GNUQQ</scope><scope>LIQON</scope><scope>M2R</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>Q9U</scope></search><sort><creationdate>20110101</creationdate><title>Ilkögretim Okullarindaki Okul Gelisim Yönetim Ekibi Üyelerinin Görevlerine Iliskin Algilari/The Perceptions Of The School Development Management Team Members On Their Own Tasks</title><author>Gökyer, Necmi</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-proquest_journals_13731918453</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>tur</language><creationdate>2011</creationdate><topic>Attitudes</topic><topic>Business</topic><topic>Educational attainment</topic><topic>Elementary education</topic><topic>Mathematics</topic><topic>Parent teacher groups</topic><topic>Polls & surveys</topic><topic>Questionnaires</topic><topic>Schools</topic><topic>Strategic planning</topic><topic>Studies</topic><topic>Teachers</topic><topic>Teaching</topic><topic>Teaching methods</topic><topic>Turkish language</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Gökyer, Necmi</creatorcontrib><collection>ProQuest Social Sciences Premium Collection【Remote access available】</collection><collection>ProQuest Central (Corporate)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Social Science Database (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni)</collection><collection>ProQuest Central</collection><collection>ProQuest One Literature</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>AUTh Library subscriptions: ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>ProQuest Central</collection><collection>Turkey Database</collection><collection>ProQuest Central Student</collection><collection>One Literature (ProQuest)</collection><collection>Social Science Database (ProQuest)</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central Basic</collection><jtitle>Selçuk Üniversitesi Sosyal Bilimler Enstitüsü dergisi</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Gökyer, Necmi</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Ilkögretim Okullarindaki Okul Gelisim Yönetim Ekibi Üyelerinin Görevlerine Iliskin Algilari/The Perceptions Of The School Development Management Team Members On Their Own Tasks</atitle><jtitle>Selçuk Üniversitesi Sosyal Bilimler Enstitüsü dergisi</jtitle><date>2011-01-01</date><risdate>2011</risdate><issue>25</issue><spage>345</spage><pages>345-</pages><issn>1302-1796</issn><eissn>1304-8899</eissn><abstract>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 indicators relating to this area have to be included in the school improvement report which has to be prepared at the end of each academic year (Okul Gelisim Modeli,2007:5). School Improvement Management Team (OGYE) is the team created to represent school community and which manages and carries out the planned school improvement. For each academic year, it is responsible for preparing and conducting School Improvement Plan. OGYE, as being the fundamental dynamics of school management, is responsible for preparing school's strategic plan based on data and school improvement plan belonging to concerning academic year and ensuring the implementation of them at school. Aim: Are there any deficiencies or malfunctions in the application concerning the duties of the School improvement management team members, if any, what can be done for the unit to work more effectively will be put forward. Problem: The problem statement of this research is "what are school improvement management team members' perceptions of their duties?" Sub problems: 1.what are school improvement management team members' perceptions of their duties working at primary school? Are there any difference between dimensions? 2. Are school improvement management team members' perceptions of their duties differ by; duty, gender, educational level variables? Method: This research aiming to determine school improvement management team members' perceptions of their duties working in Ministry of National Education primary schools is survey model. Survey models aim to describe a situation in the past or in the present as it is (Karasar, 1991:77). Sample of the research: The universe of the research includes 84 primary schools in total being in central district of Malatya province during 2009-2010 education- teaching year. The sample of the research includes 252 people taking part in school improvement management team in 30 schools which were selected by simple random sampling. Data collecting system: The data was collected by questionnaire which was prepared by using the statements indicated in the establishment ojbectives of school improvement management team (OGYE) in article 99 of the Regulation on Primary Education Institutions and by a study called "Planned School Improvement Model for Strategic Management in Schools" (MEB,2007) after resorting to expert opinions. The KMO value of the data is .94, Bartlett's value 5204,051, df:435, p=.000. 1 item was removed from the scale of which factor load value is under 0.35. after the second factor analysis, factor load values of the items in the scale are between 0.41 and 0.70. Total variance of second factor is 57,95%. The Cronbach Alfa reliability value is .95. When two items measure the same structure was noticed, one of them removed from the scale and 9 items were left. There are 29 items in the scale. Data Analysis: The data was analyzed using the SPSS package program. In the analysis of the research questions, T test and Variance Analysis(One-way ANOVA) were conducted besides frequency and percentages, arithmetic means and standard deviations to determine school improvement management team members' perceptions of their duties levels. Findings and comments: Each of School improvement management team members perceive one another's duties at "mostly" level for determined dimensions. While some of the teachers only hear of school improvement management teams, some state that they do not have any information about their duties even though they are members of this board. Discussion: By the results of the research conducted by Balkar (2010), it was stated that school-environment relations have to be improved and for that assistance of parents, philanthropists and other organizations is needed. Hopkins and Levin (2000) stated that poor-performing schools may need a high level of external support. The teachers participating in the research conducted by Balkar (2010) indicated that the subjects concerning determination of current physical resources and provision of physical resources needed should be included within the schope of the plan. Cuckle and Broadhead (2003) stated that the improvement planning process is used as a tool to manage the financial changes, which supports this result by Balkar's research. In his study, Sahin (2006) determined that setting school objectives and preparing school improvement plan were conducted by mostly one or two people. By the results of the research conducted by Balkar (2010), it was determined that teachers should be informed continuously about the presentation of school improvement plan, content of it and practices. Similarly, Revees (2000) determined that understanding of the processes of change has significant influence on school improvement by improvement planning. In his study, Dogan (2003) obtained the results that teachers need to discuss innovation plans among themselves and share the responsibilities concerning the innovation with each other. Results: It was determined that there are not much work done at school about organizing any activity concerning in-service education, and work about preparing and managing "School Budget" with Parent-Teacher Association is carried out at lower level. It was determined that "school improvement management team" cannot communicate and does not attach required importance to the activities concerning orientation and provision of resources to promote and improve the school. Suggestions: 1. In-service training courses about OGYE work and duties of its members in schools that all members can attend should be planned and organized at the provincial level. 2. "school improvement management team" should be provided with the necessary support in order to communicate effectively and attach required importance to the activities concerning orientation and provision of resources to promote and improve the school. 3. The members should inform enough both parents and surrounding private and public institutions which affect the school (ward, municipal, of non-governmental organizations, unions which are thought to increase the effectiveness of school activities, foundations, associations, chambers of commerce and industry) about school improvement report. [PUBLICATION ABSTRACT]</abstract><cop>Adana</cop><pub>Selcuk University</pub></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1302-1796 |
| ispartof | Selçuk Üniversitesi Sosyal Bilimler Enstitüsü dergisi, 2011-01 (25), p.345 |
| issn | 1302-1796 1304-8899 |
| language | tur |
| recordid | cdi_proquest_journals_1373191845 |
| source | Social Science Premium Collection; ProQuest One Literature |
| subjects | Attitudes Business Educational attainment Elementary education Mathematics Parent teacher groups Polls & surveys Questionnaires Schools Strategic planning Studies Teachers Teaching Teaching methods Turkish language |
| title | Ilkögretim Okullarindaki Okul Gelisim Yönetim Ekibi Üyelerinin Görevlerine Iliskin Algilari/The Perceptions Of The School Development Management Team Members On Their Own Tasks |
| url | http://sfxeu10.hosted.exlibrisgroup.com/loughborough?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2024-12-21T14%3A23%3A24IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Ilk%C3%B6gretim%20Okullarindaki%20Okul%20Gelisim%20Y%C3%B6netim%20Ekibi%20%C3%9Cyelerinin%20G%C3%B6revlerine%20Iliskin%20Algilari/The%20Perceptions%20Of%20The%20School%20Development%20Management%20Team%20Members%20On%20Their%20Own%20Tasks&rft.jtitle=Sel%C3%A7uk%20%C3%9Cniversitesi%20Sosyal%20Bilimler%20Enstit%C3%BCs%C3%BC%20dergisi&rft.au=G%C3%B6kyer,%20Necmi&rft.date=2011-01-01&rft.issue=25&rft.spage=345&rft.pages=345-&rft.issn=1302-1796&rft.eissn=1304-8899&rft_id=info:doi/&rft_dat=%3Cproquest%3E3009727561%3C/proquest%3E%3Cgrp_id%3Ecdi_FETCH-proquest_journals_13731918453%3C/grp_id%3E%3Coa%3E%3C/oa%3E%3Curl%3E%3C/url%3E&rft_id=info:oai/&rft_pqid=1373191845&rft_id=info:pmid/&rfr_iscdi=true |