Günümüz değişen okul yönetimi bağlamında, müdürlerin yönetimi becerileri önem kazanmaktadır. Bu çalışma çeşitli yönetim becerilerinin okul müdürleri için önem derecelerini öğretmen görüşleriyle belirleyebilmeyi amaçlamıştır. Çalışma kapsamında öğretmen görüşlerinin kişisel özelliklere göre farklılarına bakılmıştır. Sonuçlar öğretmenlerin, okul müdürlerinin yönetim becerilerini “yüksek” düzeyde önemli gördüklerini ortaya koymuştur. Ayrıca bireysel farkındalık becerileri alt boyutunda kadın ve erkek öğretmenlerin görüşleri arasında farklılık olduğu ve bu farklılığın kadın öğretmenlerin lehine olduğu gözlenmiştir. Aynı alt boyutta, okul müdürü olmak isteyen öğretmenler ile okul müdürü olmak istemeyen öğretmenlerin görüşleri arasında müdür olmak isteyenler lehine farklılık olduğu görülmüştür. Kıdem değişkenine göre de katılımcı görüşleri arasında farklılıklar bulunmuştur. En önemli yönetim becerileri olarak ise birinci sırada“Personelin nasıl değerlendirileceği”; ikinci sırada “Eğitim sistemi içinde bulunan herkesin (aile, çevre vb.) eğitim-öğretim sürecine katılımını cesaretlendirmek”; üçüncü sırada ise “Öğrenciler üzerinde katkı sağlayıcı farklılıklar yaratabilme arzusunu göstermek” olarak sıralanmıştır.
The changing context of school management in our age makes principals’ management skills important. This study aimed to reveal teachers’ opinions related to the extent of critical management skills for principals. It also aimed to explore if there were any differences in teachers’ opinions with regard to their demographic variables. Results showed that teachers think that the extents of management skills for principals were critical on a high degree. In addition the results showed that female teachers were more concerned about those critical skills in self-awareness dimension. In the same dimension, there was a statistically significant difference between teachers who planned to be a principal and teachers who did not. According to teachers’ opinions, the item “how to assess staff” was the most important skill for principals, the second was “ability to encourage involvement by all parties in the educational system”, and the third was “demonstrating a desire to make a significant difference in the lives of students.”
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