Eğitim Yöneticilerinin Stresle Başa Çıkma Stratejileri

The fact that the people who are educational administrators are full of stress negatively af ect the teachers, school, job performance, teacher environment, parent motivation and the success levels of the students. Inhibiting the negative effects of stress and finding methods of coping with stress and directing it to the benefit of the organization are necessary in terms of efficiency. Therefore, the general purpose of the research is explained as to introduce the findings on how to find the personal and institutional causes of stress of the people who are educational administrators and how to develop their coping tactics. In this study, in which the causes of stress, the secondary issues related to the formation of its causes, and how the people who are educational administrators can apply to solve them, determinations have been made by emphasizing the expressions of management and education management. By focusing on the personal and institutional symptoms and consequences of the aforementioned issues, the tactics of coping with stress of the education administrators were examined. Key Words: Educational Management, Causes of Stress, Consequences of Stress, Tactics for Coping with Stress.

Teachers’ and Educational Administrators’ Conceptions of Inquiry: Do They Promote or Constrain Inquiry-Based Science Teaching in Junior High Schools?

This study sought to examine whether teachers’ and educational administrators’ conceptions of inquiry promote or constrain inquiry-based science teaching in junior high schools. The study also explored any connections between participants’ conceptions of scientific inquiry, inquiry teaching, and inquiry learning. Multiple-case study involving semi-structured interviews was used to collect data from 18 integrated science teachers and 23 educational administrators from rural and urban areas in the Central Region of Ghana. Analysis of the qualitative data involved open coding and categorisation of participants’ responses. We found that all the teachers and educational administrators held either uninformed or partially informed conceptions of scientific inquiry and inquiry teaching and learning which, constrain inquiry-based science instruction in junior high schools. We also found that participants’ conceptions of scientific inquiry reflected in their conceptions of science teaching and learning. Again, we found that the uninformed conceptions of inquiry developed from participants’ lack of exposure and experiences with inquiry-based science instruction when they were students. We recommend regular explicit-reflective in-service trainings to promote teachers’ and educational administrators’ conceptions and teachers’ practice of inquiry-based science teaching. We also recommend reforms in preservice science education that emphasise the engagement of prospective teachers in collaborative explicit-reflective inquiry investigations and instructional practices.

Perspectives of Pre-Service Teachers on Business Ethics

As the administrators with business ethics guide pre-service teachers, the item stating that both disciplinary incidents are reduced and everyone is willing to work together in the educational institution reveals that if the educational administrators have work ethics, the educational management organization can come together as a whole, including the pre-service teacherswithout neglecting the concept of discipline. In this study, the opinions of pre-service teachers studying at a state university on business ethics were discussed.

Administrative Leadership in Times of a Global Health Crisis: Voices and Images From the Field

The novel coronavirus (COVID-19) pandemic took the world into crisis. We saw the virus alter a multitude of spheres worldwide, including our healthcare, economies, politics, social processes, and education. In fact, the impact of COVID-19 on educational administration took our leaders into forced emergency measures. Our study aims to better understand the experiences of educational administrators under crisis to ascertain what might be learned on how educational institutions may better respond to the crisis in the future. These stories were collected from educational leaders, both from K-12 and higher education, throughout the United States. In brief, this article is framed in the theory and literature associated with the complexity of leading in times of crisis. We explore the resiliency of leadership forged in crisis and the rethinking of administrative as administration as a caring and trustful acts. Our research began as a hermeneutic phenomenological interview study, but transitions into a two-round project, where after the first interview, participants were invited to share some images that typify and speak to the experiences being educational administrators during this time. We are engaged in sensitive topics that are ongoing and changing. Moreover, throughout, we are asking for images that speak to their experiences. Across both K-12 and higher education, our results indicated varied responses, from immediate to delayed administrative action. However, albeit they looked contextually different, there are clear indications the participants valued continuous, transparent communication, authentic caring, trust, and agency. In our discussion, we elaborate on the distinction between what the institutional response was as compared to what was valued by our educational leaders. Finally, as a contribution to the field, we seek to provide guidance for future administrators in crisis based on our own experiences and the recommendations provided by our educational leaders.

Students' Information Literacy Needs: Competencies for Teacher-Librarians in the Twenty-first Century

In 1995 Association for Teacher-librarianship in Canada (ATLC) and the Canadian School Library Association (CSLA), a division of the Canadian Library Association, established a joint committee to define the competencies necessary for effective teacher-librarians for the twenty-first century. The project was intended to revise the Canadian School Library Association's Qualifications for Teacher-librarians (1979) and to serve the needs of both teacher-librarians and educational administrators.

Exploring the Natural Attributes of Principals as Educational Leaders

This study sought to explore the leadership of principals as educational administrators based on their natural attributes. The excellence in the actions of principals as educational administrators will serve as the determining factor for the success of a school across nine fields listed in the Malaysian School Principals Competency Standards. This success is mainly driven by the natural attributes of principals’ leadership in influencing the processes and behaviour of teachers in the delivery of education. This study also explores leadership issues and problems that are still of current interest. Principals’ competency levels in executing leadership still show that teachers are constrained by numerous flaws particularly in the teaching and learning in schools. Such conditions are often mirrored in schools with poor leadership display by Principals who are bent on putting off planned educational programmes. This qualitative study was done as a single case study. Qualitative data obtained via interviews with 10 informants in school formed the research case. The interviews were semi-structured and were analysed manually using category classification. The interviews explained the natural attributes reflected via Principals’ leadership orientation to answer the issues in this study. The findings of this study shall serve as additional elements in the process of selecting and placing Principals, as well as be developed as a guide for educational administrators desiring effective and quality leadership orientation for managing and administrating schools in Sabah. This study is of importance as it contributes additional knowledge in the fields of education and human resource for the benefit of other researchers.

Education 2030 (EU), and Onderwijs 2032 and Excellent Education in the Netherlands

This paper will attempt to identify a forward vision, challenges and concepts for education and school librarianship in the Netherlands, within Europe and at international level. It discusses the Dutch concept “Onderwijs 2032” (Education 2032) and its relationship to the promotion of “Excellent Education” by the Dutch Ministry of Education, the EU concept which are explained in “ Project Europe 2030” and the UNESCO vision of Education after 2015. Furthermore, within this forward vision, the importance and necessity of training of educators and library staff within the school community will also be discussed. It will also address the role which the IASL might be able to play at international level in supporting the school librarians, teachers, librarians, library advisers, consultants, educational administrators, and others who are responsible for library and information services in schools.

Significance of professional development of education leaders: Evidence from literature review

Purpose: The purpose of this paper is to systematically review the literature on the professional development of educational administrators in the world, based on empirical and theoretical evidence with special reference to educational administrators and school principals in several countries. Design/Methodology: An interpretative analysis on literature covering professional development, pre-service training, in-service training programmes, mentoring, models of education leaders, coaching and the history of education in Sri Lanka and also the background information of the Education Administrative Service in Sri Lanka is carried out. Findings: Training and professional development date back to several centuries and it was found that the influence of imperialists, mainly the British was dominant in the Sri Lankan modern education system and professional development programmes. Sri Lanka continues to implement training and development with the least changes in contents and scopes compared to the past. It was further found that authorities paid little attention to the effectiveness of the training and development but rather were concerned about the compliance requirements. At present, education leaders undergo training programmes, and improvements in leaders are also seen at varying degrees. The study finds that educational leaders who are good at leadership skills and competencies produce better results in terms of both students’ performances and school management. However, though the use of technology in training was trivial, the need for more sophisticated, comprehensive, and sustainable training for educational leaders for better performance is highlighted. Practical implications: Provision of training and development is perceived by authorities as a practice and not as a key driver of improving school performance and effective management. The outcome of the study can be used to further enhance and implement professional development and training programmes for educational leaders with an outcome-oriented approach. Therefore, the findings will help lay a foundation for policymaking and their implementation can be broadened to enhance the quality of education in Sri Lanka.

How Do Empowered Leaders Influence the Job Satisfaction of Kindergarten Teachers in China? Evidence From Mediation Analysis

Given the current shortage of kindergarten teachers, this study examines the relationship between empowering leadership and job satisfaction among kindergarten teachers in China from the perspective of their job characteristics and the Chinese cultural context. The participants were 557 Chinese kindergarten female teachers whose average number of years of experience was 2.82 (SD = 3.02). They completed a self-report survey regarding empowering leadership, vigor, affective commitment, and job satisfaction. The study results show that vigor and affective commitment could mediate the relationship between empowering leadership and job satisfaction. Finally, we discuss the findings of this study in depth. At the same time, we suggest that administrators should focus on the empowering leadership of Chinese kindergarten teachers, strive to increase their level of dynamism, and finally, strengthen the emotional connection between the organization and the Chinese kindergarten teachers. Thus, we suggest that educational administrators should empower kindergarten teachers more, rather than allowing them to be mere enforcers. In addition, how to enhance the individual dynamics of early childhood teachers and their emotional connection to the organization may also be something for educational administrators to consider.