Gülay Dalgıç

Implications of a shadowing/mentoring programme for aspiring principals

Purpose – The purpose of this paper is to explore the impact of a shadowing/mentoring component of a post-graduate programme designed to prepare deputy and assistant principals for the principalship. Design/methodology/approach – The research design is a qualitative evaluation of the shadowing/mentoring component of a principal preparation programme. The experiences of 13 individual aspiring principals who had taken part in the programme were explored using semi-structured interviews. Findings – The shadowing/mentoring component of this programme allowed the aspiring principals to gain an understanding of the complexity of a principal’s role by shadowing and being mentored by experienced principals in a range of New Zealand schools. In addition to providing them with a network of effective principals, the experience led the aspiring principals to reflect on their leadership development. Research limitations/implications – The study drew on a small sample of 27 students enroled in the programme, 13 of whom...

The effect of stakeholders on the reflective practice of school principals: practices in Istanbul and Copenhagen

The purpose of this study was to determine with whom Turkish and Danish school principals engage in reflective practice and how this interaction helps to develop them as reflective practitioners. A phenomenological approach was followed in the study. Data were collected from 37 school principals (24 from Istanbul and 13 from Copenhagen) who were serving in a variety of secondary schools (gymnasium) in Istanbul and Copenhagen during 2009–2010. The interview technique was used for data collection. The qualitative data obtained through interviews were analyzed employing the content analysis technique. According to the results of the study, school principals from both countries engage in reflective practice and develop their reflective thinking skills individually, with their colleagues/friends, mentors and administrative teams, and by participating in academic research as co-researchers. Danish principals (11/13) also engaged in reflective practice with their spouses (husband/wife/life partner/girl friend/boy friend), professional coaches, school boards, networks, and people from other sectors. The study led to the development of a conceptual framework of Principals’ Levels of Reflection and Network of Reflection. Based on the findings of the study, a framework of ‘Principals’ Levels of Reflection and Network of Reflection’ was proposed at the end of the study.

Towards a New Understanding of University through Metaphors

Bu calisma, universite ogrencilerinin universite kavramini tanimlamak icin kullandiklari mecaz ifadeleri saptamak amaciyla yapilmistir. Veri toplamak amaciyla katilimcilardan “Universite ... gibidir cunku ...” cumlesini tamamlamalari istenmistir. Verilerin analizinde hem nitel hem de nicel yontemler kullanilmistir.Arastirmanin bulgularina gore, 837 katilimci 13 kavramsal tema altinda universite kavramina iliskin toplam 335 adet gecerli metafor uretmistir. Belirlenen kavramsal kategoriler ile cinsiyet, fakulte ve yas degiskenleri arasindan anlamli iliski saptanmamistir. Arastirma sonuclarinin yuksekogretim yoneticilerine, politika yapicilara ve akademisyenlere universite kavraminin ogrenciler tarafindan nasil algilandigini saptamada onemli veri saglayacagi dusunulmektedir

Benefits of a shadowing/mentoring intervention for New Zealand school principals

Abstract The importance of the principal’s role in improving student learning outcomes has been acknowledged, however, there is global concern about the availability of appropriate professional learning for principals. This article explores the impact on host principals of a shadowing and mentoring intervention designed to prepare New Zealand aspiring principals for secondary school principalship. It discusses the findings from the qualitative evaluative study that aligns with constructivist paradigm and suggest that the intervention was a vehicle for professional learning for the experienced principals who were shadowed and who mentored the aspiring principals. The nine host principals who were interviewed believed that the intervention was a reciprocal one that reduced their isolation; stimulated critical reflection on their leadership actions; encouraged them to view their school culture through a new lens and improved connectivity between schools. As such it provided access to highly relevant professional development in their own context through dialogue with a professional colleague. It is recommended that shadowing and mentoring be considered an effective approach to meet the needs of experienced principals.

Liseyi Terk Eden Öğrencilerin Tecrübelerine Göre Okul Terki

Okul terk sorunu Turk Egitim Sisteminde gittikce buyuyen bir sorun olarak suregelmektedir Bu konuda Turkiye rsquo;de var olan calismalar zorunlu egitim kapsamina giren ilkogretim duzeyindeki terk nedenleri ve mudahale yontemleri uzerinde yogunlasirken lise terk sorunsali uzerine arastirma eksikligi bulunmaktadir Bu arastirmada liseyi terk etmis ogrencilerin algilarina gore liseyi terk etme nedenlerinin belirlenmesi amaclanmistir Arastirma tarama modeline dayanan nitel bir arastirmadir Arastirmanin calisma grubunu 2011 2012 ogretim yilinda Kocaeli rsquo;nde 4 ilcede Golcuk Korfez Izmit Gebze bulunan Mesleki Egitim Merkezlerinde ciraklik egitimi alan ve liseyi terk etmis 25 ogrenci olusturmaktadir Calisma grubunun belirlenmesinde seckisiz olmayan ornekleme yontemlerinden amacli ornekleme yontemi kullanilmistir Veri toplama yontemi olarak yuzyuze gorusme teknigi kullanilmis ve veri analizi asamasinda veriler icerik analizine tabi tutulmustur Arastirma katilimcilarinin deneyimleriyle sinirli olarak arastirma sonuclari lise duzeyinde okul terk nedenlerinin akademik basarisizlik isteksizlik ve okulu sevmeme devamsizlik disiplin problemleri ve saglik problemleri oldugunu gostermektedir Calismada ayrica ogrencilerin devamsizlik ve okul terklerinde arkadas aile ve ogretmen yonetici etkisi vurgulanmaktadir nbsp;