Abstract
The main aim of this research was to determine the roles of interest and pressure groups in the development of sustainable educational policies in Turkey. To that end, the research was conducted with a qualitative research design. The data were gathered by using a semi-structured interview technique and analyzed with content analysis technique. For this purpose, seven teachers and six school principals determined with a maximum variation sampling technique were interviewed. Results of this research reveal that, in general, interest and pressure groups were classified into three categories as: business and self-interest groups, professional groups and identity groups. When the development of educational policy in Turkey is concerned, it was indicated that especially self-interest groups have some political agendas, and they provide support and work with the government closely in order to realize their political agendas and their own memebers’ interests. It was also remarked that these groups are necessary and have influences on the development of sustainable educational policies and leadership. It can be recommended that although interest and pressure groups are essential in the current system, the effects of these groups should be limited for the sake of educational and scientific principles.
Highlights
Developing sustainable educational polices to improve the educational system in most countries is a complex and important part of their system for the global world of work
One of the results revealed that participants categorized interest and pressure groups into three types as business and self-interest groups, professional groups and identity groups
The participants defined some legal organizations like political parties, self-interest foundations, trade unions, non-governmental organizations (NGO) and parents’ associations which are influential concerning the development of educational policies in Turkey
Summary
Developing sustainable educational polices to improve the educational system in most countries is a complex and important part of their system for the global world of work. Regarding education, they carry out important functions in realizing their members’ demands at all times to achieve greater sustainability With their supportive efforts, they may provide great contributions to both the educational system itself and leadership practices conducted at school. If these groups cooperate with school leaders appropriately, educational results may be improved, because of their resources and support. Anderson [4] defines these groups as organizations that strive to influence the actions of government officials (p 304). As they are of political and scholarly relevance because of their influence in politics [5,6], the communities in these groups have been composed of business leaders, religious leaders, teachers, administrators, parents and other activists [7]
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