İlkokul öğretmenleri ve yöneticilerinin üstün başarı belgesi ödülüne yönelik görüşlerinin incelenmesi

Abstract

The main purpose of this research is an in-dept analysis of the opinions of teachers who have received the certificate of merit and school administrators on the reward. The study uses the phenomenology pattern, which is one of qualitative research patterns. Data collection process was conducted between May-June of the Academic Year 2020-2021. The study group consists of 14 elementary school teachers and 10 school administrators determined using the criterion sampling method, which is one of purposeful sampling methods. Research data was collected using semi-structured interview forms prepared by the researchers. The content analysis method was used to analyze the data. It was determined that the teachers were rewarded the certificate based on projects, social and cultural activities, teacher performance, improving the physical equipment of the school, increasing the success level of students, carrying out social service and use of union and personal relationships. On the other hand, some school administrators and teachers stated that there was not fair practice in the process of rewarding the certificate of merit. For teachers, being rewarded the certificate of merit was evaluated in various ways by their colleagues and school administrators. In addition, the majority of the teachers stated that they were motivated more as a result of receiving the certificate of merit. The majority of the teachers who received the certificate of merit also stated that the reward did not provide any benefits apart from some partial financial gain. Moreover, they expressed that they were motivated more after receiving the certificate. All teachers agreed that the certificate of merit should be rewarded, and they are supported by the opinions of school administrators in this regard. Overall, the participants emphasized that there should be clear criteria and fair practice in the process of rewarding the certificate of merit.