Teacher and Administrative Staff Views on Teachers’ Participation in Decision Making Process

Hatice Kayhan,Hasan Eriş,Cemal Gamar,Mert Baştaş

doi:10.12973/ejmste/79794

Abstract

The aim of this study is to determine teacher and administrative staff views on, teachers’ participation in school related decision-making process who serves in primary schools in Northern Cyprus. In the study, quantitative data were collected and the design of the study was determined as “general screening model.” All of the administrators, serving in 2015-2016 school year in Famagusta, were attained (42 administrator), however, only 274 of 392 teachers (69.9% of the phase) completed the questionnaire. When we look at teacher and administration staff remarks, a significant difference was found in teachers’ participation in educational and administrative decisions. This difference was in favour of educational decisions. A significant difference was not met in teacher and administrative staff views on teachers’ participation in school related (educational+administrative) decisions considering; gender, age, total working years as teacher, total working years at the school, task type, education level. However, teacher views significantly changed when schools’ locations change. This difference was in favour of the teachers working in rural areas. Finally, when participant teachers’ and administrators’ views were compared, teachers’ participation in school related (educational+administrative) decisions shows a meaningful difference. Administrative staff, in comparison to teachers, stated that teachers’ participation has to be more in decision making process.

Highlights

It is emphasised that schools in Turkey and Northern Cyprus are administrated with conventional methods
The approach of participation of people, who affected by the decisions, has been defended by educational administration theoreticians since 1930s. (Lunenburg, 2010) In this approach, there is a belief of superiority of
According to research results of Açıkgöz (1984), Köklü (1994), Bilgin (1996), Gürkan (2006), and Özcan (2010), teacher views on their participation in decision making process gathered under the option of “very little”

Summary

Introduction

It is emphasised that schools in Turkey and Northern Cyprus are administrated with conventional methods. It is necessary to decrease the negative effects of conventional methods to provide a qualified education. Administrative mentality of schools depend on administrators’ requests and profit oriented logic, instead of being teacher, parents, and student oriented. In this case, administrator generally assign duties without consulting to teachers. Administrator does not try to reconcile with the staff and teachers are responsible to fulfil these duties. When teacher do not agreed with the administrator, certain disagreements and conflictual situations are inevitable

Objectives

Methods

Results

Conclusion