Perceptions of Educators about Teacher Placement and Appraisal in the Charter School Model

Autor/inn/en	Bakioglu, Aysen; Karaevli, Özge
Titel	Perceptions of Educators about Teacher Placement and Appraisal in the Charter School Model
Quelle	In: Journal of Educational Leadership and Policy Studies, 5 (2021) 1, (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Karaevli, Özge)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2473-2826
Schlagwörter	Teacher Attitudes; Teacher Placement; Charter Schools; Faculty Development; School Administration; Educational Quality; Guidelines; Professionalism; Content Analysis; Teacher Educators; Teacher Evaluation; Boards of Education; Teacher Effectiveness; Academic Achievement; Principals; Administrator Attitudes; Preschool Education; Elementary Secondary Education; Educational Change; Foreign Countries; Turkey (Istanbul) + Suchen Sie Ihr Suchwort? Lehrerverhalten; Charter school; Charter-Schule; Quality of education; Bildungsqualität; Richtlinien; Professionalität; Inhaltsanalyse; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teacher appraisal; Lehrerbeurteilung; Ausschuss; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulleistung; Principal; Schulleiter; Pre-school education; Vorschulerziehung; Bildungsreform; Ausland
Abstract	The purpose of this study is to evaluate perceptions of Turkish educators about teacher placement and teacher appraisal in the Turkish education system context by identifying successful and problematic components of charter schools. Sequential explanatory mixed research method design was used; the qualitative part of the study was conducted with a group of 30 educators. The qualitative analysis was conducted through the content analysis method. The quantitative part of the study was conducted with a participant group of 583 educators. Frequency and percentage values were obtained by analyzing data. The major finding of the study was that most of participants except teachers approached positively the contribution to the quality of education, the success of students, professional development of the teachers and the professionalization of teaching when the teachers were employed and evaluated in terms of their performance by the school board. This board had a role in the management of the school and included some parents as members within the framework of charter school model. Teachers involved in this study reacted adversely to the framework related to their duties and job features and responsibilities that lead to the success of the charter school model. (As Provided).
Anmerkungen	Southern Connecticut State University. 501 Crescent Street, New Haven, CT 06515. e-mail: 203-392-7278; Web site: https:/go.southernct.edu/jelps/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01