Okul Müdürlerinin Okul Geliştirme Yönetim Ekibine İlişkin Görüşleri
Elementary Education Online
The aim of this study was to determine the opinions of the principals about School Improvement Management Team (SIMT). The research was administered to 53 principals of primary and secondary schools in a town in the province of metropolitan area of Izmir. The data was collected through semi-structured interviews conducted with 16 high school principals and 37 primary schools. The data was analyzed through content analysis. The findings showed that principals thought that SIMT teams did not
... teams did not realize their objects and fit the purposes so they had negative attitudes towards establishing SIMT. SUMMARY Purpose and significance: In the literature on School Improvement (SI), it can be seen that leadership is in the center of the discussion and practices. Traditional leadership approaches are not accepted as adequate in managing the change successfully. Therefore, school leaders should include all their staff in the decision making process regarding the practices conducted at the schools. The Planned School Improvement practices piloted in Turkey in 1990s have spread to all educational institutions. In the School Improvement Management Team (SIMT), a group which works under the leadership of the school principal and plans the improvement of the school applies the planned actions, and co-ordinates inside and outside of the school. With the planned school improvement model, it is assumed that the school will have a systematic working environment and continuous improvement will be achieved with the participation of the whole school in the improvement process. The purpose of this study is to identify school principals' views on an SI model and on the SIMT, as the implementing unit of this model; and to present how SIMTs are organized at schools and what sort of practices they carry out. Towards this purpose, the following questions have been the focus: (1) What are the school principals' views on establishing SIMTs at schools? (2) How should SIMTs be organized? (3) How should SIMT practices be carried out? Method: The qualitative data were gathered through semi-structured questions. The study was conducted with the participation of 16 high school and 37 primary school principals in a town district of Izmir. Since it was aimed to reach all the principals in the district, there was no sampling. For the data gathering process, a semi-structured interview form including three open-ended questions was developed. The data were gathered in January, 2011 by the researcher. Content analysis was used in analyzing the data. In coding, the number of the participants and the frequency of the expressions were considered. Direct quotations from the participants' expressions were also included. Validity of the data gathering tool was achieved in preparing the questions, piloting, coding and identifying themes, and it was given importance to being unbiased in the data analysis. To ensure reliability, the findings were discussed with the five of the principals. Results: Nearly half of the primary school principals and more than one third of the high school principals stated positive views related to establishing SIMTs in their schools. Although nearly half of the primary school principals and more than one third of the high school principles thought that SIMTs should be established, they also said that they were not functional. On the other hand, less primary school principals and high school principals did not approve establishing SIMTs. Less than one third of the primary school principals and half of the high school principals preferred election and most of the participants preferred assignment to organize the SIMT. However, it is not obvious how principals combined their SIMT. According to findings, the SIMT carry out various practices for the sake of SI.