ORTAÖĞRETİM KADEMESİNDE GÖREVLİ OKUL YÖNETİCİLERİNİN REHBERLİK VE PSİKOLOJİK DANIŞMANLIK HİZMETLERİNE İLİŞKİN ALGI VE GÖRÜŞLERİ

PERCEPTIONS AND OPINIONS OF SCHOOL ADMINISTRATORS WORKING IN SECONDARY EDUCATION ON PSYCHOLOGICAL COUNSELLING AND GUIDANCE SERVICES

Özet

Bu çalışmanın amacı ortaöğretim okul yöneticilerinin rehberlik ve psikolojik danışmanlık hizmetlerine ilişkin görüşleri incelemektir. Bu nedenle ortaöğretim okul yöneticilerinin gerçekleştirilen okul rehberlik ve psikolojik danışmanlık hizmetlerine ilişkin bakış açısı, rehberlik ve psikolojik danışmanlık (RPD) hizmetlerinin okul yönetimine katkısı, okullarında uygulanan rehberlik ve psikolojik danışmanlık hizmetleri ve bu hizmetlerin okul ve öğrenciler üzerine etkisine ilişkin değerlendirmeler ele alınmıştır. Araştırma evrenini 2016 - 2017 eğitim öğretim yılında Kuzey Kıbrıs Türk Cumhuriyeti Gazimağusa ilçe merkezindeki devlete bağlı iki meslek lisesi, bir normal lise, bir kolej ortaokulu, iki normal ortaokul olmak üzere altı okul oluşturmaktadır. Her okuldan okul müdür ve müdür yardımcılarına ulaşılarak toplam 20 okul yöneticisi ile görüşülmüştür. Veri toplama aracı yarı yapılandırılmış görüşme formundan oluşmaktadır. Görüşmelerden elde edilen veriler içerik analizi ile çözümlenmiştir. Araştırma sonuçlarına göre ortaöğretim okul yöneticileri rehberlik ve psikolojik danışmanlık biriminin öneminin farkında olup rehberlik ve psikolojik danışmanlık hizmetlerinin bilincinde ve bu hizmetlerin okullarında daha etkin kullanılmasını beklemektedir. Bu sayede okul yönetiminin işlerinin hafifleyeceği ve okul imajının olumlu etkileneceği yönünde görüşlere ulaşılmıştır. Yapılan görüşme sonuçlarına göre RPD hizmetlerine ilişkin görüşleri ortaokullar ve liseler olmak üzere iki gruba ayrılıyor. Öğrencilerin gelişim dönemlerine göre okullar da rehberlik ve psikolojik danışmanlık birimlerinin etkin ve pasif olduğu hizmetler değişiyor. Dolayısıyla okul yönetimi okullarında pasif hizmetleri daha çok talep ediyor. RPD hizmetlerinin daha etkin çalışarak bütün öğrencileri ve paydaşları kapsayacak şekilde etkili çalışması yönündeki beklentilere ulaşılan ortak sonuç diyebiliriz

Abstract

The purpose of this study is to examine how secondary school administrators perceive guidance and psychological counseling services. For this reason, the way of thinking about school guidance and psychological counselinfg provided by secondary school administrators, the contribution of guidance and psyhological counseling (RPD) services to school management, the guidance and psychological counseling services applied in scholls and the evaluations of the effects of these services on school and students are discussed. In the 2016 - 2017 acaemic year, the research population is composed of six vocational high schools, a normal high school, a collage middle school and two normal secondary schools in the Gazimağusa district center of the Turkish Republic of Northern Cyprus, School principals and manager’s assistants were reached from each school and total of 20 school administrators were interviewed. The data collection tool consists of a semi-structured interview form. The data obtained from interviews were analyzed by content analysis. According to the result of the research, secondary school administrators are aware of the importance of guidance and psychological counseling services and expect to be aware of guidance and psychological counseling services and to use these services more effectively in their schools. In this respect, opinions were reached that the school administration affairs will be alleviated and the school image will be positively affected. According to the results of the interviews, the perspective and expectations of RPD services are divided into two groups as secondary schools and high schools. According to the development periods of the students, the services that the guidance and psychological counseling services are active and inactive vary in schools. School management therefore demands more passive services in schools. The common result is that RPD services are expected to work more effectively and to work effectively to include all student and stakeholders The secondary education period is known as the period when individuals pass from childhood to adolescence and when individuals have different characteristics from each other. It can be said that these differences may be due to physical, mental, social, developmental characteristics as well as interests and capabilities. In this context, there are students with many different characteristics at different levels of education. Yeşilyaprak (2002) pointed out that these differences include disadvantaged groups in terms of socio-economic level and students who need special education and it has been clearly stated that the psychological counselling and guidance services are necessary in order to provide development environments suitable for individual differences at the level of secondary education The psychological counselling and guidance services are intended to be carried out under the coordination of school psychological counsellors and guides in our schools. In case the number of psychological counsellors is insufficient, they are assigned to two different schools. As is understood from these situations, although the psychological counselling and guidance services are carried out at the general level of schools, the psychological counselling and guidance services at student level are carried out by branch teachers who are assigned as "class counsellors". Psychological counselling teachers may try to recognise their class by doing classroom and guided activities where they are responsible for guided hours, which can be set as an hour per week (Green, Alan & Keys, Susan, 2001). Counselling an aid to the expert so that individuals can use their hidden powers to understand themselves, to define the possibilities around them, to make appropriate choices and to make their own decisions. The purpose of counselling is to help individuals to become individuals who can know themselves and their surroundings, access the true knowledge and solve their problems. Due to this reason, counselling and guidance constitute an integral part of the education system (Türkoğlu, 1997). As the education and the personality development of the students are continuous, the psychological counselling and guidance services should be integrated with the education. The psychological counselling and guidance services should be implemented gradually in stages and services should continue without interruption. Parallel to the continuity of education and development, students at the same level or in the same class may be at different stages of development. In this sense, individuals may need lifelong psychological counselling and guidance services. Accordingly, having the developmental periods taken into consideration, they reveal the importance of the transition period in secondary schools. It is known that students need the psychological counselling and guidance services during these periods more than ever. Today's rapid change and development lead to a necessity to work together to help students in keeping pace. As is known, this necessity requires cooperation. At the same time, the expectations of the school administrators are well known within the framework of cooperation in developing a common and adequate understanding. In this context, school administrators' perspectives and expectations about psychological counselling and guidance services will also affect teachers and students. Feedbacks from school principals during the psychological counselling and guidance services can be provided to classroom teachers and students through school counsellors and psychological counsellors and deputy principals in order to facilitate flexible and moderate attitudes to classroom settings. This is because the psychological counselling and guidance services should be conducted in cooperation with the school staff. It can be said that the psychological counselling and guidance services should be carried out by an organized team in order to achieve success. I