Ortaokul Yöneticilerinin Kullandıkları Etkileme Taktiklerine İlişkin Öğretmen Görüşleri

Abstract

The aim of this research is to reveal the influence tactics adopted by the school principals and deputy principals working in the official secondary schools of Kırıkkale city center and its districts to activate the teachers for the continuation of the educational process, according to the opinions of the teachers working in these schools, and to examine the importance of the influencing tactics used and their effects on the education and training process. and to examine teacher views on the development of these tactics. The research was carried out with 16 teachers selected from Kırıkkale city center and its districts through maximum diversity sampling from purposive sampling method types. In the study, qualitative method and phenomenology design were used. The data obtained with the semi-structured interview form has been transformed into findings with the content analysis technique. According to the results of the research, it can be expected that the moderate influencing tactics used by the administrators in our secondary schools can establish an efficient working environment and a peaceful climate in the schools, and improve the attitudes of teachers to institutional belonging, self-sacrifice and voluntary participation. On the other hand, it can be said that administrators who adopt harsh influence tactics have a share in negative attitudes and behaviors such as uneasiness, low motivation, grouping and failure seen in teachers. Persons assigned to educational institutions as administrators adapt to the internal dynamics of these educational organizations by adding their own touches, they have a share in the positive or negative change of the organization. Therefore, it is foreseen that the results of this research will constitute a resource in order to motivate the teacher group the key mechanism in schools with the right tactics to make them the active wheels of the process and to ensure the system works without interruption.