Eğitim Bilimleri Fakültesi / Faculty of Education

Permanent URI for this collectionhttps://hdl.handle.net/11727/2116

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    Large-Scale Change and Survival of School Principals in Turkey
    (2019) Kondakci, Yasar; Orucu, Deniz; Oguz, Ebru; Beycioglu, Kadir; https://orcid.org/0000-0002-5605-9453
    Turkey possess one of the most vibrant educational systems in the World. This study specifically aims at revealing Turkish school principals' perceptions about the large-scale changes imposed by the Ministry of Education and the strategies they follow for coping with these changes. The study was designed as a generic qualitative study. Twenty principals from different schools at different levels were identified through snowball sampling and semi-structured interviews were conducted with each of them. The decoupling between change interventions and the needed change, inappropriate change implementation process, the passive role of the school principals in the design phase of change interventions are some of the major challenges that school principals encounter. The passivity of the principals during design phase put them into a state of reluctant activeness to find out resources, create readiness and adopt a mediating role between top authority and the teachers in order to implement the imposed changes.
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    Post-migration ecology in educational leadership and policy for social justice: Welcoming refugee students in two distinct national contexts
    (2022) Arar, Khalid; Orucu, Deniz
    Utilizing the post-migration ecological lens and the synthesized model of culturally relevant leadership formed by the authors, we aim to compare and analyze the policy outlines and school leadership responses to refugee education in Turkey and Germany; as the two main hosts of the largest number of refugees. Through comparative phenomenology, we draw on the semi-structured interviews, observations, and document analysis of policy papers in each context. Although both states employ an open-door policy, their educational policies show stark contrasts. The German schools benefit from the systematic guidance whilst in Turkey they find their ways through rule of thumb with colleagual collaboration within and across schools. We reckon this study would provide a space for collaboration and benchmarking between different contexts as well as illuminate on the policy-making processes, school-level practices, and research in this area.
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    There is Always Light at the End of the Tunnel: Emotions of a Turkish School Leader in a Temporary Education Center for Syrian Children
    (2019) Orucu, Deniz
    This chapter depicts the case of a leading school principal in a large suburban Temporary Education Center for Syrian students in Turkey through exploring his emotions and the ways in which he de/regulates them, while performing his professional duties. A single-case study technique was employed within the qualitative realm. Data were attained by interviews, narratives and observations at the school. Drawing on the cultural view on emotions, this authentic school leader's emotions and emotional regulation (ER) style were analysed as he poses a critical case in refugee education, an unfamiliar phenomenon for Turkish schools. The findings revealed the impact of the cumbersome reality of culture on the emotions, which is a blend of religion, faith, traditions and consequent values in this case and the strategies selected for emotion regulation. His ER techniques are an outcome of his patriotic values, deep belief in justice and humanity, formed by his faith and Anatolian culture he adopted. The data show that the Western perspectives of emotion literature may not necessarily be valid in a case where locally embedded needs and dynamics are interwoven. His paternalistic care and relevant display of emotions create a form of trust and confidence in the other members of the fragile school community and parents, which is significant in demonstrating the impact of local needs.
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    An evaluation of empathic tendencies of dietitians working in Ankara
    (2019) Yildiz, Aysin; Ercan, Aydan; Muftuodu, Selen; 30345596
    Aim This study was carried out to determine the level of empathic tendencies of dietitians working in Ankara, Turkey. Methods The study was conducted between February and June 2016 on 175 dietitians aged between 20 and 60 who worked in Ankara, Turkey and volunteered to participate in the study. The Empathic Tendency Scale (ETS) and the Empathic Skill Scale (ESS) were used as data collection tools in the study. Results The median of ETS scores of male dietitians was found to be lower than that of female dietitians (P < 0.05). The differences between the median values of ETS and ESS were determined to be statistically significant in terms of the age groups and the 20-24 age range was found to be the age group with the lowest ETS and ESS (P < 0.05). In this study, it was found that the ETS and ESS median scores of married dietitians were higher, those of the dietitians with no children were lower, and that the ETS median score of the dietitians who had higher level of education was higher (P < 0.05). A positive relationship was found between the working environment satisfaction of the dietitians and empathic behaviours variable (r = 0.133, P = 0.008). Conclusions The empathic skill of the healthcare staff is an important part of the relationship that they establish with patients. When this is assessed from a nutritional point of view, dietitians need to be able to use communication skills effectively, especially empathy, in order to increase the effectiveness of nutrition education they provide.
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    Culturally relevant school leadership for Syrian refugee students in challenging circumstances
    (2019) Arar, Khalid; Orucu, Deniz; Kucukcayir, Gulnur Ak
    This article presents two rich case studies of schools catering for Syrian refugee students in the Turkish city of Ankara. The article attempts to identify the challenges facing the two schools in this complex reality and the strategies developed by the two principals and their teaching staff to cope with academic, pedagogic and administrative functioning difficulties. Qualitative data collection and analysis were chosen for this investigation. Interpretation followed the four dimensions suggested by Horsford, Grosland and Gunn (2011) in their Framework for Culturally Relevant Leadership: political contexts, pedagogical approaches, personal journeys and professional duties. Findings indicate that although the schools cope with difficult circumstances in the field, the government's policies are naive and unclear. The principals are motivated by a pedagogy of compassion, containment and humanistic-universal commitment. Conflicting discourses are found among the staff who feel 'trapped' in this difficult reality. The principals employ a style that encourages synergistic collective commitment and social cohesion. Conclusions and recommendations are discussed.