Okul Müdürlerinin Öğretmenlerle İlgili Değerlendirmelerinin Öğretimsel Liderlik Bağlamında İncelenmesi

Öğretmenlerin performans değerlendirmesi birçok bakımdan tartışılan bir konudur. Değerlendirmelerin kimler tarafından yapılacağı ve ne amaçla kullanılacağı da bu tartışmalarda önemli bir alanı kapsamaktadır. Türk eğitim sisteminde de öğretmenlerin performans değerlendirmesinde farklı düzenlemeler gidilmiştir. Son olarak yapılan düzenlemeyle birlikte öğretmenlerin değerlendirmesinde okul müdürlerine önemli bir rol verilmiştir. Günümüzde okulun gelişimi ve dönüşümü için çalışması gereken öğretimsel liderler olarak görülen okul müdürlerinin uygulamada değerlendirmeleri nasıl yaptığının ve değerlendirmelerin öğretimsel liderlikteki rolünün belirlenmesine ihtiyaç vardır. Buradan yola çıkarak bu araştırmada Türk eğitim sisteminde okul müdürleri tarafından yapılan değerlendirmelerin öğretimsel liderlik bağlamında incelenmesi amaçlanmıştır. Araştırmada nitel araştırma desenlerinden durum çalışması olarak tasarlanmıştır. Maksimum çeşitlilik örnekleme yöntemi kullanılarak oluşturulan çalışma grubuna farklı okul düzeylerinde ve sosyo-ekonomik çevrelerde görev yapan ve farklı yöneticilik tecrübesine sahip olan okul müdürleri dâhil edilmiştir. Araştırmada elde edilen bulgular sonucunda okul müdürleri tarafından yapılan değerlendirmelerin dış değerlendiriciler tarafından yapılan değerlendirmelere nazaran genel anlamda daha olumlu yanlarının olduğunu söylemek mümkündür. Okul müdürleri, bu sürecin geliştirilmesi gereken birçok noktaya sahip olduğunu kabul etmekle birlikte daha olumlu sonuçlar doğuracağını belirtmişlerdir. Öğretimsel liderlik bağlamında ele alındığında ise okul müdürlerinin etkin rol aldığı değerlendirme sürecinin birçok bakımdan uygun olacağı söylenebilir. Ancak sistemin işleyişindeki kriterlerin somut olmaması, öğretmen ve yönetici arasındaki gerilimin artması, farklı uzmanlık alanlarında değerlendirmenin yetersizliği gibi sorunların giderilmesi değerlendirmelerin öğretimsel liderlikle daha fazla bağdaşmasını sağlayabilir.

Anahtar Kelimeler:

değerlendirme, okul müdürü, öğretimsel liderlik

Examining School Principals’ Evaluations on Teachers in the Context of Instructional Leadership

The performance evaluation of teachers is a matter of debate in many respects. By whom and for what purposes the evaluations are carried out is an important issue for these debates. Different arrangements were made for that issue in the Turkish Education System. Recently, the school principals take an important role in the evaluation of teachers. However, there is a need to determine how school principals, seen as instructional leaders who need to work for the development and transformation of the school, make evaluations and what roles those evaluations have for instructional leadership. In recent research, it was aimed to examine the evaluations made by the school principals in the context of instructional leadership. The case study was used for the research design. The study group was constructed using the maximum diversity sampling method and included school principals who worked at different school levels and socio-economic environments and had different work experience. It was concluded that evaluations made by the school principals are more positive in general terms than the evaluations made by external evaluators. School principals have accepted that although this process has many points to be developed, it will reveal more positive results in the future. When considered in the context of instructional leadership, it can be said that the evaluation process will be appropriate in many aspects. However, there are some problems - intangibility of the criteria, increasing tension between teacher and principal, and ineffective evaluations on different field of specializations- to be addressed and overcame in the practice of the system that may lead to more compatibility of the evaluations with instructional leadership.

Keywords:

evaluation, school principal, instructional leadership,

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