Okul Kültürünün Sembolik Açıdan Çözümlenmesi: Etnografik Bir Çalışma

Bu çalışmanın temel amacı; bir okul kültürü içinde yaşayan bireylerin, eylemlerini ortaya koyarken yorumladıkları sembol ve anlamları incelemektir. Etnografik şekilde tasarlanan bu çalışmanın verileri; gözlem, görüşme, alan notları ve dokümanlar yoluyla, Eskişehirde yer alan bir okuldaki müdür, öğretmenler, öğrenciler, güvenlik görevlisi, okul aile birliği üyesi ve mezunlardan toplanmıştır. Sembollerin çözümlenmesi sonucu okul kültürüne yönelik beş kategori elde edilmiştir. Bu kategoriler; “başarı, bireylerin ilgi ve yetenekleri doğrultusunda gelişmesidir; biz bir aileyiz; okul müdürü değişimin başlatıcısı ve yöneticisidir, birey kontrol ve disipline edilmelidir; çatışmanın kaynağı güç ve farklılıklardır” şeklinde belirlenmiştir. Araştırmada elde edilen bu sonuçlar bağlamında uygulamacılara ve araştırmacılara dönük bazı öneriler sunulmuştur.

An Analysis of School Culture from the Symbolic Perspective: An Ethnographic Study

The main purpose of this study was to examine symbols and meanings that interpreted by individuals living within the culture of a school while they’re acting. The data of the study that was designed in ethnographic way was collected through observation, interviews, field notes and documents from the principal, teachers, students, security guard, a member of parent teacher association and graduate students in a school located in Eskişehir. Five categories towards school culture were obtained from analyzing of the symbols. These categories were defined as “success is the development of individuals in accordance with their interests and abilities; we are a family; school principalthe initiator and manager of change; individual must be controlled and disciplined; the sources of the conflict are power and the differences.” Some suggestions were presented to practitioners and researchers in the context of results obtained from the study. Keywords: Symbol, school culture, ethnography, meaning construction is

___

  • Kaynaklar/References Abawi, L. (2013). School meaning systems: The symbiotic nature of culture and ‘language-in-use’. Improving Schools, 16(2), 89-106. Ajaheb-Jahangeer, S., & Jahangeer, A. (2004). School culture in a private secondary institution in Mauritius. International Education Journal, 5(2), 247-254. Allaire, Y., & Firsirotu, M. E. (1984). Theories of organizational culture. Organization Studies, 5(3), 193-226. Aslan, M., Özer, N. ve Ağıroğlu-Bakır, A. (2009). Okul kültürüne ilişkin yönetici ve öğretmen görüşleri: Nitel bir araştırma. İlköğretim Online, 8(1), 268-281. Aune, B. L. (2007). Time and school culture: The meaning of temporal beliefs in the context of school improvement (Order No. 3249486). Available from ProQuest Dissertations & Theses Global. (304842011). Retrieved from http://search.proquest.com/docview/304842011?accountid=16716. Axelsson, L., KullénEngström, A., & Edgren, L. (2000). Management vs symbolic leadership and hospitals in transition—a Swedish example. Journal of Nursing Management, 8(3), 167-173. Barley, S. R. (1983). Semiotics and the study of occupational and organizational cultures. Administrative Science Quarterly, 28(3), 393-413. Bates, R. (2001). Eleştirel teori açısından eğitim yönetimi (Çev: S. Turan ve M. Şişman). Kuram ve Uygulamada Eğitim Yönetimi, 28, 573-592. Bergstrom, K. E. (2000). Rediscovering the meaning of school: Culture, community and learning (Order No. 9970476). Available from ProQuest Dissertations & Theses Global. (304680131). Retrieved from http://search.proquest.com/docview/304680131?accountid=16716 Blumer, H. (1969). Symbolic interactionism; perspective and method. NJ: Prentice-Hall. Brady, P. (2008). Working towards a model of secondary school culture. Canadian Journal of Educational Administration and Policy, 73, 1-26. Burnier, D. (2005). Making it meaning full: Postmodern public administration and symbolic interactionism. Administrative Theory & Praxis, 27(3), 498-516. Carlson, E. (2012). Precepting and symbolic interactionism- a theoretical look at preceptorship during clinical practice. Journal of Advanced Nursing, 69(2), 457-464. Carroll, D., Fulmer, C., Sobel, D., Garrison-Wade, D., Aragon, L., & Coval, L. (2011). School culture for students with significant support needs: belonging ıs not enough. International Journal of Special Education, 26(2), 120-127. Chatham-Carpenter, A. (2006). Internal self-esteem: God a symbolic interactionism's "significant other"? Journal of Communication & Religion, 29(1), 103-126. Coştu, Y. (2009). Toplumsallaşma kavramı üzerine sosyolojik bir değerlendirme. Dinbilimleri Akademik Araştırma Dergisi, 9(3), 117-140. Cravey, I. (2013). It's different here! The Early College: A new secondary school culture. Community College Journal of Research & Practice, 37(9), 691-703. Çelik, V. (2004). Örgütsel hikâyeler ve okul kültürünün analizi. XIII. Ulusal Eğitim Bilimleri Kurultayı, 6-9 Temmuz 2004, Malatya. Çelik, V. (2009). Okul kültürü ve yönetimi (4. bs.). Ankara: Pegem Akademi. Dandridge, T. C., Mitroff, I., & Joyce, W. F. (1980). Organizational symbolism: A topic to expand organizational analysis. The Academy of Management Review, 5(1), 77-82. Dyer, W. G. (1982). Culture in organizations: a case study and analysis. Working paper, 12. Massachusetts Institute of Technology, Sloan School of Management (1982), pp. 79–82. Foster, W. (1986). Paradigms and promises: New approaches to educational administration. Prometheus books. Fraenkel, J. R., & Wallen, N. E. (2005). How to design and evaluate research in education (6th ed.). New York: McGraw-Hill. Frost, P. J. (1985). Special issue on organizational symbolism. Journal of Management, 11(2), 5-9. Gallant, A. (2014). Symbolic interactions and the development of women leaders in higher education. Gender, Work & Organization, 21(3), 203-216. Greenfield, T., & Ribbins, P. (1993) Greenfield on educational administration. London: Routledge. Hatch, M. J. (1993). The dynamics of organizational culture. Academy of management review, 18(4), 657-693. Hatch, J. A. (2002). Doing qualitative research in education settings. Albany, NY: State University of New York Press. Jones, S. (2005). Locating school culture in everyday interactions. Conference Papers American Sociological Association, 1-20. Jurasaite-Harbison, E., & Rex, L. A. (2010). School cultures as contexts for informal teacher learning. Teaching & Teacher Education, 26(2), 267-277. Kao, T. C. (2005). High school principals' values and their symbolic and cultural leadership approaches to character education in china (Order No. 3169429). Available from ProQuest Dissertations & Theses Global. (305370013). Retrieved from http://search.proquest.com/docview/305370013? accountid=16716 Kent, P. (2006). Finding the missing jigsaw pieces: A new model for analyzing school culture. Management in Education, 20(3), 24-30. Lahtero, T., & Risku, M. (2012). Symbolic leadership and leadership culture in one unified comprehensive school in Finland. School Leadership & Management, 32(5), 523-535. doi:10.1080/13632434.2012.724669. Lahtero, T. J., & Risku, M. (2014). Symbolic leadership culture and its subcultures in one unified comprehensive school in Finland. International Journal of Educational Management, 28(5), 560-577. doi:10.1108/IJEM-03-2013-0036. Lane, B. A. (2001). The construction of personal meaning in the transformation of a school's culture: Three journeys along the pathway of school improvement (Order No. 9996649). Available from ProQuest Dissertations & Theses Global. (304697005). Retrieved from http://search.proquest.com/docview/ 304697005?accountid=16716 Lynn, M. (1995). Symbolic leadership in community colleges (Order No. 9610420). Available from ProQuest Dissertations & Theses Global. (304160098). Retrieved from http://search.proquest.com/docview/304160098? accountid=16716 Maxcy, S. J. (1991). Educational leadership: A critical pragmatic perspective. CT: Greenwood. McMıllan, J. S., & Schumacher, J. S. (2006). Research in education: A conceptual introduction Massachusetts: Allyn & Bacon. Mead, G. H. (1934). Mind, self, and society: From the standpoint of a social behaviorist (Vol. 1). London University of Chicago press. Merriam, S. B. (2013). Nitel araştırma: Desen ve uygulama için bir rehber (Çev. Ed. S. Turan). Ankara: Nobel. Mitroff, I. I., & Kilmann R. H. (1975). Stories managers tell: A new tool for organizational problem solving. Management Review, 64(7), 18-28. Negiş-Işık (2010). Başarılı bir ilköğretim okulunda örgüt kültürü: Etnografik bir durum çalışması (Yayımlanmamış doktora tezi). Selçuk Üniversitesi, Konya. Newbill, S. L., & Stubbs, J. P. (1997). Interactive spheres of ınfluence: A high school culture. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997). Ohlson, E. A. (1997). The symbolic nature of teacher leadership (Order No. 9807013). Available from ProQuest Dissertations & Theses Global. (304374585). Retrieved from http://search.proquest.com/docview/ 304374585?accountid=16716 Patton, M. Q. (2002). Qualitative research & evaluation methods (3th ed.). London: Sage. Peterson, J. E. D. (1993). How verbally gifted students describe and interpret critical incidents in their school experiences: A symbolic interaction study (Order No. 9406089). Available from ProQuest Dissertations & Theses Global. (304046621). Retrieved from http://search.proquest.com/docview/ 304046621?accountid=16716 Phelan, P., Davidson, A. L., & Cao H. T. (1991). Students' multiple worlds: Negotiating the boundaries of family, peer, and school cultures. Center for Research on the Context of Secondary School Teaching School of Education. CERAS Building, Stanford University, Stanford. Rafaeli, A., & Worline, M. (1999). Symbols in organizational culture. Chapter submitted for the Handbook of Organizational Culture and Climate. Ridenour, C. S., Demmitt, A., & Lindsey-North, J. L. (1999). The experience and meaning of a marianist education today: a national high school study of mission and school culture. Catholic Education: A Journal of Inquiry & Practice, 2(4), 410-428. Reitzug, U., & Reeves, J. (1990). Symbolic leadership exhibited by an effective principal in an exemplary elementary school. Paper presented at the Annual Meeting of the American Educational Research Association. (Available from ERIC, EA022274) Ritzer, G. (2013). Sosyoloji kuramları (Çev: H. Hülür). Ankara: De ki. Schultz, M. (1995). On studying organizational cultures: Diagnosis and understanding. Walter de Gruyter. Sergiovanni, T. J. (2001). The principalship: A reflective practice perspective. Allyn & Bacon/Longman Publishing, a Pearson Education Company, 1760 Gould Street, Needham Heights, MA 02494. Silman, F., Özmatyatlı, İ. Ö., Birol, C. ve Çağlar, M. (2012). KKTC liselerinde örgüt kültürü: Karşılaştırmalı bir örnek olay incelemesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 42, 356-366. Smircich, L. (1983). Concepts of culture and organizational analysis. Administrative Science Quarterly, 28(3), 339-358. Smircich, L., & Morgan, G. (1982). Leadership: The management of meaning. The Journal of Applied Behavioral Science, 18(3), 257-273. Sosnouski, A. L. (2003). Visualizing normality: Iconology and symbolism in united states schools (Order No. 3101442). Available from ProQuest Dissertations & Theses Global. (305283374). Retrieved from http://search.proquest.com/docview/305283374?accountid=16716 Şahin, A., Silman, F., & Özenli, İ. (2009). A comparison on school cultures of Turkey, Greece, North and South Cyprus. Akdeniz Eğitim Araştırmaları Dergisi, (6), 23-50. Şahin-Fırat, N. (2010). Okul müdürü ve öğretmenlerin okul kültürü ile değer sistemlerine ilişkin algıları. Eğitim ve Bilim, 35(156), 71-83. Şişman, M. ve Turan, S. (2004). Örgütsel semboller ve eğitimde sembolik liderlik. Kuram ve Uygulamada Eğitim Yönetimi, 37, 96-117. Trice, H., Belasco, J., & Alluto, J. (1969). The role of ceremonials in organizational behavior. Industrial and Labor Relations Review, 23, 40–50. Turan, S. ve Şişman, M. (2013). Eğitim yönetimi alanında üretilen bilimsel bilgi ve batılı biliş tarzının eleştirisine giriş. Kuram ve Uygulamada Eğitim Yönetimi, 19(4), 505-514. Uğurlu, C. T. (2009). The significance of school culture in elementary schools in terms of organizational development. Procedia Social and Behavioral Sciences 1 (2009), 1003–1007. doi:10.1016/j.sbspro.2009.01.179 Van Maanen, J., & Barley, S. (1983). Cultural organization: Fragments of a theory (No. TR-25-ONR). Alfred P Sloan School of Management Cambrıdge. Yanık, B. (2011). Okulöncesinde okul, sınıf ve akran kültürüne etnografik bakış (Yayımlanmamış yükseklisans tezi). Çukurova Üniversitesi, Adana.