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Dergiler / Çukurova Üniversitesi Eğitim Fakültesi Dergisi / 2026 / Cilt: 55 Sayı: 2

Kanada Okul Müdürlerinin Ahlaki Kör Noktaları

Ethical Blind Spots of Canadian School Principals

Esra Tekel(AFYON KOCATEPE UNIVERSITY)0000-0003-4600-9900
Sayfa
725–758
Yayın Tarihi
2026-08-31
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Bulgulara göre etik kör noktaların sebepleri (i) kişinin kendisinden kaynaklı ve (ii) toplumdan kaynaklı olmak üzere iki tema altında toplanmıştır.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:Bu araştırmanın amacı Kanada okul müdürlerinin etik kör noktalarının incelenmesidir.
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Temel Bulgular & Veri:Kanada’nın Ontario eyaletinde yer alan Toronto şehrinde farklı okul özelliklerine sahip okullarda görev yapmakta olan yedi okul müdürüyle görüşmeler yapılmıştır.
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Sonuç & Katkı:Bulgulara göre etik kör noktaların sebepleri (i) kişinin kendisinden kaynaklı ve (ii) toplumdan kaynaklı olmak üzere iki tema altında toplanmıştır.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Kanada Okulları · Okul müdürleri · Etik İkilemler

Özet

Bu araştırmanın amacı Kanada okul müdürlerinin etik kör noktalarının incelenmesidir. Bu amaç doğrultusunda araştırma nitel araştırma yöntemlerinden fenomenoloji deseninde tasarlanmıştır. Kanada’nın Ontario eyaletinde yer alan Toronto şehrinde farklı okul özelliklerine sahip okullarda görev yapmakta olan yedi okul müdürüyle görüşmeler yapılmıştır. Toplam 280 dakika süren online görüşmeler yapılmıştır ve bu görüşmelerden 54 sayfa veri elde edilmiştir. İçerik analizi ile analiz edilen veriler sonucunda okul müdürlerinin (i) dahil etme veya çıkarma ve (ii) insan ilişkileri olmak üzere iki temel konuda etik ikilem yaşadıkları görülmüştür. Okul müdürlerinin etik kör noktalar kavramını (i) farkında olmama ve (ii) ön yargılar olmak üzere iki şekilde tanımladıkları ortaya çıkmıştır. Bulgulara göre etik kör noktaların sebepleri (i) kişinin kendisinden kaynaklı ve (ii) toplumdan kaynaklı olmak üzere iki tema altında toplanmıştır. Son olarak etik kör noktaların minimuma indirilmesi için müdürler tarafından (i) iş birliği yapma, (ii) kendini geliştirme, (iii) bakış açısını değiştirme ve (iv) dış otoriteler bağlamında düşünme yöntemleri önerilmiştir.

Abstract

The aim of this research is to examine the ethical blind spots of school principals in Canada. To achieve this aim, the study was designed using a phenomenological design which is a qualitative research method. Semi-structured interviews were conducted with seven school principals working in schools with diverse characteristics in the city of Toronto, located in the Ontario province of Canada. As a result of the online interviews, a total of 280 minutes and 54 pages of data were collected. The data, analyzed through content analysis, revealed that school principals faced ethical dilemmas in two main areas: (i) inclusion or exclusion, and (ii) human relationships. The school principals defined the concept of ethical blind spots in two ways: (i) lack of awareness, and (ii) biases. According to the findings, the reasons of ethical blind spots were grouped under two themes: (i) individual-related factors and (ii) societal factors. Finally, to minimize ethical blind spots, the following strategies were suggested by principals: (i) collaboration, (ii) continuous self-development, (iii) changing the lense, and (iv) considering issues from the standpoint of external authorities.

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Bu Makaleye Atıf Yap

Tekel, E. (2026). Kanada Okul Müdürlerinin Ahlaki Kör Noktaları. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 55 Sayı: 2, 725–758. https://doi.org/10.14812/cuefd.1624053

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