Typologies of Principals: School Administration and Routine Works = Müdür Tipolojileri: Okul Müdürlügü ve Rutin Isler

Autor/inn/en	Belenkuyu, Cüneyt; Dulay, Sabiha; Aypay, Ahmet
Titel	Typologies of Principals: School Administration and Routine Works = Müdür Tipolojileri: Okul Müdürlügü ve Rutin Isler
Quelle	In: Educational Administration: Theory & Practice, 26 (2020) 1, S.117-162 (46 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Belenkuyu, Cüneyt) ORCID (Dulay, Sabiha) ORCID (Aypay, Ahmet)
Sprache	englisch; türkisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1300-4832
Schlagwörter	Principals; School Administration; Administrator Attitudes; Administrator Responsibility; Time Management; Supervision; Interpersonal Relationship; Administrative Organization; Administrator Role; Role Perception; Classification; Elementary Secondary Education; Preschool Education; Leadership Styles; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Zeitmanagement; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Role conception; Rollenverständnis; Classification system; Klassifikation; Klassifikationssystem; Pre-school education; Vorschulerziehung; Führungsstil; Ausland; Türkei
Abstract	This study aims to reveal what the principals' experience of being a principal means to them. Phenomenological research design was used in the study. The study group of the research selected by the maximum diversity sampling consists of 37 principals. The findings of the study show that the most time-consuming tasks of school principals are grouped under three main headings: (1) supervision and control; (2) establishing and maintaining relationships; and (3) managing bureaucratic processes. There are 11 types of principals created by these daily works: watchman, fatherly, contractor, office clerk, visible, task sharer, CEO, psychologist, Swiss army knife, film director and culture builder. However, although this study shows that school principals assume more of a specific role and type, it can be stated that the permeability between these roles and types is high and whether or not the principals are mobile and relationship oriented have significant effects on the types they take on. (As Provided).
Anmerkungen	Pegem Akademi. Mesrutiyet Caddesi Karanfil 2 Sokak No:45 Kizilay, Cankaya, Ankara, 06442, Turkey. e-mail: editor@kuey.net; Web site: http://kuey.net/index.php/kuey/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01