Pisa'da İlk Sıralarda Yer Alan Bazı Ülkelerletürkiye'de Okul Yöneticiliği (Güney Kore, Hollanda, İrlanda ve Türkiye Karşılaştırması)

Abstract

Qualified human resources and a productive school life play an important role in the healthy and sustainable conduct of educational activities. The role of school life and school administrators in academic and social success is undeniable. There is a need for school administrators who can solve the problems brought by the developing world in different contexts and carry educational institutions forward. In addition, a school environment where students feel happy and peaceful is the key to school success. The educational management structure of any country, the training of school administrators and the steps to establishing a healthy school life may differ. Countries learn about the educational success of other countries through international exams that measure the global educational status. At this point, the educational management systems of countries that have achieved high success in these international exams, the training, selection and appointment processes of school administrators and school life are noteworthy. PISA is an exam widely used worldwide for this purpose. In this study, the educational management systems of the Netherlands, Ireland and South Korea, which achieved high rankings in PISA applications, and Turkey, and the training, selection and appointment processes of school administrators were examined using the criterion sampling method. This study was designed with a qualitative method. In the examination of education management systems, the training, selection and appointment processes of school administrators, the document analysis technique was used and the results related to the countries were presented comparatively. It was observed that different practices were used in the selection, training and appointment systems of education administrators in the countries examined except Turkey. It was determined that local education authorities were generally given great say in these processes. In Turkey, unlike these countries, it was observed that the processes were in the hands of the Ministry of National Education, which is the central authority, and the local units authorized by the Ministry. It was determined that the local authorized units managed the process by considering the criteria and practices conveyed to them by the Ministry as standards.