Examining the Education Program Leadership of School Principals According to Different Variables

Okul Müdürlerinin Eğitim Programı Liderliklerinin Farklı Değişkenlere Göre İncelenmesi

Abstract

This research aims to examine the educational program leadership of school principals according to different variables, according to the opinions of teachers. A general screening model was used in the research. According to the research results; The level of the general sub-dimensions of training program leadership was above average. On the other hand, according to the results of the research, it was revealed that the perceptions of educational program leadership and its sub-dimensions did not change between male and female teachers. In the analysis according to age groups; The difference between the instructional counseling sub-dimension and the educational program control sub-dimension of the educational programs leadership scale and the arithmetic averages of the age groups was found to be statistically significant. According to this; It was concluded that the perception of teaching counseling in the age group of 41 years and above is higher than that of the age group of 31-40 years. In the analysis according to the professional experiences of the teachers; The difference between the training programs leadership scale and its sub-dimensions and the arithmetic averages of the professional experience groups was found to be statistically significant. According to this result; It was concluded that the general perception of teachers with 1-5 years, 11-15 years, 16 years and more of professional experience in the management of the educational environment, instructional consultancy and educational program leadership was higher than the group with 6-10 years of professional experience. In addition, it was concluded that the perception of curriculum control of teachers with 16 years or more of professional experience was higher than that of teachers with 1-5 years of professional experience. In examining teachers according to their educational status; The difference between the instructional counseling sub-dimension of the educational programs leadership scale and the arithmetic averages of the educational status groups was found to be statistically significant. According to this result, it was concluded that the perception of teaching counseling of teachers with a master's degree was higher than the groups of teachers with a bachelor's degree. On the other hand, education level does not make a difference in the remaining scale overall and its sub-dimensions. In the analysis according to the school level where teachers work; The difference between the management of the educational environment sub-dimension of the educational programs leadership scale and the arithmetic averages of the school type groups worked in was found to be statistically significant. According to this result, it was concluded that the perception of the management of the educational environment of the group of teachers working in primary school, high school and RAM was higher than the group teaching in high school. In addition, it was concluded that the perception of teaching counseling of the teacher group working in RAM was higher than the group teaching in primary, secondary and high school. Again, it was concluded that the perception of curriculum control of the teacher group working in RAM was higher than the group teaching in primary, secondary and high school. Finally, a significant, high level and positive relationship was found between the management of the educational environment and teaching consultancy. Again, a significant, moderate and positive relationship was found between teachers' management of the educational environment and instructional counseling and curriculum control.