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Journals / Türk Eğitim Bilimleri Dergisi / 2025 / Cilt: 23 Sayı: 3

Comparative Study of Administrative and Instructional Routines In Schools From the Perspectives of Different Stakeholders

Okullardaki İdari ve Öğretimsel Rutinlerin Farklı Paydaşların Bakış Açısından Karşılaştırmalı Olarak İncelenmesi

Hacı Kaan Onaran(Milli Eğitim Bakanlığı)0000-0003-3224-4280
Kerim Gündoğdu(AYDIN ADNAN MENDERES ÜNİVERSİTESİ)0000-0003-4809-3405
Tuba Gokmenoglu(T.C. MİLLİ EĞİTİM BAKANLIĞI)0000-0003-0710-4390
Pages
3001–3030
Publication Date
2025-12-29
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The findings revealed that there were significant differences between the routines of teachers, administrators and teaching staff in the theoretical courses they took during their undergraduate studies and in their working lives.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The purpose of this study is to investigate the opinions of primary school teachers, teachers from different branches, school administrators, primary school education teacher candidates and the faculty members of the department of primary school education that trains these teachers on 'administrative and instructional routines'.
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Key Findings & Data:The data presented herein were collected through semi-structured interviews from 20 primary school teachers and 10 school principals, who were selected through the maximum variation method from purposeful sampling methods, and five faculty members working in the faculty of education.
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Conclusion & Impact:The findings revealed that there were significant differences between the routines of teachers, administrators and teaching staff in the theoretical courses they took during their undergraduate studies and in their working lives.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Rutin · Öğretimsel rutin · İdari rutin

Abstract

The purpose of this study is to investigate the opinions of primary school teachers, teachers from different branches, school administrators, primary school education teacher candidates and the faculty members of the department of primary school education that trains these teachers on 'administrative and instructional routines'. The study was designed based on phenomenology, one of the qualitative research methods. The data presented herein were collected through semi-structured interviews from 20 primary school teachers and 10 school principals, who were selected through the maximum variation method from purposeful sampling methods, and five faculty members working in the faculty of education. The analysis of the data was approached through the utilisation of descriptive analysis, which was employed to articulate the prevailing circumstances. Furthermore, content analysis was implemented in order to interpret the experiences. The findings revealed that there were significant differences between the routines of teachers, administrators and teaching staff in the theoretical courses they took during their undergraduate studies and in their working lives. The research indicated that more cooperation should be established between the Ministry of National Education and universities during undergraduate education. Moreover, the findings indicated that the most significant routine in primary schools pertained to parent communication, underscoring the importance of effective routines in education. The study further emphasized the positive impact of proper routine implementation, and advocated for the comprehensive integration of digital technologies into all administrative and instructional routines.

Özet

Bu çalışmanın amacı ilkokullarda görev yapan sınıf öğretmenleri ile farklı branşlardan öğretmenlerin, okul yöneticilerinin, sınıf eğitimi öğretmen adaylarının ve sınıf öğretmeni yetiştiren sınıf eğitimi ana bilim dalı öğretim elemanlarının “idari ve öğretimsel rutinler” hakkındaki görüşlerini incelemektir. Çalışma nitel araştırma yöntemlerinden olgubilime (fenomenoloji) dayalı olarak kurgulanmıştır. Veri, amaçlı örnekleme yöntemlerinden maksimum çeşitlilik yöntemi yoluyla seçilen ilkokullarda çalışan 20 sınıf öğretmeni ve 10 okul müdürü, eğitim fakültesinde çalışan beş öğretim elemanından yarı yapılandırılmış görüşmeler yolu ile toplanmıştır. Verilerin analizinde var olan durumun betimlenmesinde betimsel ve deneyimlerin anlamlandırılması sürecinde ise içerik analizi yapılmıştır. Bulgular, öğretmen, yönetici ve öğretim elemanlarının lisans döneminde gördükleri teorik derslerle çalışma hayatları arasındaki rutinler arasında belirgin farklar olduğunu, Millî Eğitim Bakanlığı ve üniversiteler arasında lisans öğrenimi süresince daha fazla iş birliği kurulması gerektiğini ortaya koymuştur. Ayrıca ilkokullarda en önemli rutinin veli iletişimi bağlamında olduğu, eğitimde rutinlerin doğru kullanımının olumlu yönde etkiler bıraktığı ve eğitimde dijitalleşme sürecinin idari ve öğretimsel rutinlerin tamamına yayılması gerektiği görüşü de bulgular arasındadır.

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Cite This Article

Onaran, H. K., Gündoğdu, K., Gokmenoglu, T. (2025). Comparative Study of Administrative and Instructional Routines In Schools From the Perspectives of Different Stakeholders. Türk Eğitim Bilimleri Dergisi, Cilt: 23 Sayı: 3, 3001–3030. https://doi.org/10.37217/tebd.1697824

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