2011 yili yönetici atama ve yer değiştirme yönetmeği’nin içeriğine ve puanlama ölçütlerine ilişkin yönetici görüşlerinin incelenmesi

Bu çalışmada; 2011 tarihli Yönetici Atama ve Yer Değiştirme Yönetmeliği’ne, yönetmelikte yer alan puanlama ölçütlerine ve yönetmeliğin uygulanışı sürecinde yaşanan aksaklıklara ilişkin kurum yöneticilerinin görüşlerinin belirlenmesi amaçlanmıştır. Çalışma, nitel araştırma yöntemleriyle, olgubilim desenine uygun olarak yürütülmüştür. Araştırmada, katılımcılar amaçlı örnekleme yöntemlerinden maksimum çeşitlilik örneklemesi ile belirlenmiştir. Araştırmanın çalışma grubu; (rumuz) ilinde görev yapan 8 yöneticiden oluşmaktadır. Araştırmada, veri toplama aracı olarak; yarı yapılandırılmış görüşme formu kullanılmıştır. Araştırma sürecinde tüm görüşmeler ses kayıt cihazıyla kayıt altına alınmıştır. Araştırma kapsamında 240 dakikalık görüşme yapılmış, ses kayıtları herhangi bir elemeye tabi tutulmadan, ham veri olarak Microsoft Word programına aktarılmıştır. Araştırmada her bir transkrip, satır-satır analiz (line by line analysis) yaklaşımı kullanılarak analiz edilmiştir. Görüşme verilerinin yorumlanması sürecinde endüktif (inductive) betimsel analiz, içerik analizi ve sürekli karşılaştırma tekniği (constant comparison) kullanılmıştır. Verilerin analizi sonucu; 1. Yönetici atama ve yer değiştirme sürecine ilişkin değerlendirmeler, 2. Yönetici Atama ve Yer Değiştirme Yönetmeliği’nin içeriğine ve puanlama esaslarına ilişkin değerlendirmeler, 3. Zorunlu yer değiştirme (rotasyon) uygulamasına ilişkin değerlendirmeler olmak üzere üç ana tema ortaya çıkmıştır. 

Yönetici Atama ve Yer Değiştirme Yönetmeliği ,

Okul yöneticisi seçme ,

Rotasyon ,

Eğitim politikaları ,

Purpose: This study aims at determining the opinions of managers relating to the Manager Appointment and Rotation Regulations dated 2011, the scoring criteria included in the regulations and the troubles experienced throughout the implementation process of the regulations. Method: In this research, a qualitative approach was adopted so that the issue can be examined thoroughly. In this research, the phenomenological pattern was employed. In the research, participants were determined by way of sampling for maximum diversity-one of the intentional sampling methods. The study group of the research consists of 8 managers holding Office in the city X (pseudonym). Terms of Office of the participants varies between 25 and 8 years. Semi-structured interview form was used as data collection tools in the research. All the interviews were recorded on a tape recorder throughout the research. A 240-minute interview was had within the scope of the research; the tape recording was computerized through the Microsoft Word processing program as raw data without being subjected to any screening. Line by line analysis described by Patton, (2002) was employed to describe opinions expressed clearly and directly or implied in an indirect manner by the participants on the aim of the study without manipulating them. Inductive descriptive analysis, content analysis and the constant comparison technique was used in the interpretation of the interview data. The descriptive analysis project is made up of four main stages, namely, building up the thematic framework, processing data according to the thematic framework, identifying the findings and interpreting the findings. During content analysis, on the other hand, the data was divided into parts first and then these parts were investigated and compared. Later, meaningful concepts were built from these parts and the codes evoking the same concepts were grouped under a joint category. In the final stage, content integrity was derived from the themes stemming from the data and interpreted. While developing an interview form, a conceptual framework relating to the subject matter was formed by investigating the related body of literature for the purposes of increasing credibility/ internal validity of the research. Each stage of the research process was provided to the reader in a detailed manner so that the transferability/external validity of the research could be insured. The researcher has watched over to write his research report in detail and tried to present detailed descriptions in the findings part. All the data obtained throughout the research process was evaluated and separately coded by the researcher and an instructor, who has a command of qualitative research methods and a consensus Results: As a result of analysis of the data, three main subjects, namely, 1. Evaluations relating to the appointment and change of Office of managers, 2. Evaluations relating to the content of the Manager Appointment and Change of Office Regulations and to the scoring principles, 3. Evaluations relating to compulsory rotation appeared. As a result of the story, it was concluded that the belief that the awards (certificates of appreciation and high achievement) granted by the Ministry of National Education central organization and provincial organizations and by the related civilian authority are not offered based on merits, justice and qualification and in line with objective criteria dominated the participants and based on this idea, they had the idea that scoring of these awards in the manager appointment process may lead to unfair competition and injustice. It was found out in the study that the participants objected not to the scoring of the awards in the appointment of manager; just to the contrary, they argued against the scoring of these awards in the manager appointment process based on the idea that the awards granted were not given according to objective criteria. It was observed that the participants believing that there is a relationship between the term of Office and experience and specialization in management and that experience makes positive contributions to the school management did not protest against the scoring of their terms of Office within the framework of the regulations but that some participants, who have been teaching for a long period of time or are acting as managers by Proxy have reservations in regard to losing their dynamism. It was determined that the participants did not oppose to the practice of expert and head teachers’ being given additional points within the scope of Manager Appointment and Rotation Regulations but they thought that applicants that are entitled to become an expert or head teacher but cannot become an expert or head teacher due to the restrictions introduced by the regulations in question suffer in the manager appointment and rotation process. Discussion and Conclusion: In the light of the findings obtained as a result of this study, it is possible to say that although troubles were experienced during the implementation of the 2011 Manager Appointment and Rotation Regulations, the implementation is supported in general; that attempts are being made at avoiding influential contacts and favoritism by bounding the manager appointment process by criteria that can be accepted as objective, thanks to the regulations; that manager appointment carried out taking point average into consideration makes appointment of applicants, who can be considered as qualified, possible. According to the study, it can be reported that the scoring criteria in the Manager Appointment and Rotation Regulations are considered to be objective and acceptable by the participants. However, it is obvious that awarding, troubles experienced during the transfer procedures between the career steps of teachers and additional points given to Founding Directors hinders the manager appointment process. 

Manager Appointment and Rotation Regulations, ,

School Manager Selection, ,

Obligatory Appointment, ,

Training Policies ,