Anadolu Üniversitesi Eğitim Fakültesi dergisi (Oct 2017)

Teachers’ Perceptions Regarding Bureaucratic Structures In Schools

  • Kadir Beycioğlu,
  • Ayça İrem Yılmaz

Journal volume & issue
Vol. 1, no. 2
pp. 1 – 23

Abstract

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The aim of this research is to reveal teachers’ perceptions regarding the bureaucratic structures in schools that they have been working. Data of the study were collected via qualitative analysis. Teachers working during 2016-2017 in state schools in Bolu province constitue the population of the study. In this study, 26 teachers were interviewed individually chosen through maximum diversity sampling method with the help of semi-structured interview form. Interview recording were written down and the scripts were transferred to MAXQDA 12. To analyze the data, descriptive analysis, content analysis and coding were utilized to form themes, categories and codes. Most of the participants are in the opinion that the bureaucratic structure in their schools is enabling and they have stated that ‘‘participative management strategy’’, ‘‘division of labor’’, ‘‘modifiable practices’’ and ‘‘the strategies of principals’’ support creating such an enabling school structure. On the other hand, some participants perceive that the bureaucratic structure in their schools is coercive and they have referred to ‘‘rigid hierarcy’’, ‘‘coercive central structure’’ and ‘‘the strategies of principals’’. According to the teachers’ statements, it has been observed that both school structures have different effects that can be called positive and negative effects on teachers. The findings and suggestions based on them are expected to contributed to determine the core points that both teachers and principals who are two basic significant source of educational institutions are to give attention in order to pursue an efficient education process.

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