The Lived Experience of Principals for Managing Change in Their Schools: A Phenomenological Research

Autor/inn/en	Korumaz, Mithat; Kiliç, Gülenay Nagihan; Kocabas, Ibrahim
Titel	The Lived Experience of Principals for Managing Change in Their Schools: A Phenomenological Research
Quelle	In: International Online Journal of Education and Teaching, 8 (2020) 2, S.1038-1062 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Korumaz, Mithat) ORCID (Kiliç, Gülenay Nagihan) ORCID (Kocabas, Ibrahim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-225X
Schlagwörter	Administrator Attitudes; Educational Change; Principals; Phenomenology; Content Analysis; Barriers; Organizational Culture; Parent Attitudes; Parent Aspiration; Educational Opportunities; Foreign Countries; Administrator Role; Public Schools; Elementary Secondary Education; Turkey (Istanbul) + Suchen Sie Ihr Suchwort? Bildungsreform; Principal; Schulleiter; Phenomenological psychology; Phänomenologie; Psychologie; Inhaltsanalyse; Unternehmenskultur; Elternverhalten; Elternwille; Bildungsangebot; Bildungschance; Ausland; Public school; Öffentliche Schule
Abstract	The aim of the study is to reveal the experiences of school principals in the process of change. Thus, this study employed a qualitative research approach through data collection and analysis procedure incorporating a descriptive phenomenological design. Participants of this research consisted of 15 volunteer school principals working in state schools in Istanbul. Criterion sampling as one of the purposeful sampling methods was preferred to determine the participants of the research. The researchers conducted in-depth face-to-face interviews with semi-structured interview questions. The content analysis technique was used to reveal codes, categories and themes from the transcribed interview records. The researchers discovered three themes so as to define the experiences of school principals in managing change as follows: 'procedure', 'barriers to change' and 'opportunities'. The conclusion of the study showed that principals define change management as a process in the school. Teacher resistance, organizational structure and parental expectation turn into barriers for managing change. Also, school principals define the outcomes of the change as an opportunity in their schools. (As Provided).
Anmerkungen	Informascope. 3251 Cadde Kozlu Evler 2/49 Yasamkent, 06800, Turkey. e-mail: iojetmail@gmail.com; Web site: https://iojet.org/index.php/IOJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01