İlköğretim Okullarında Çalışan Öğretmenlerin Yer Değiştirmelerinin Nedenleri
Ve Yöneticinin Rolü
Emre Çelik1 Gizem Çağlayan2 Neslihan Öztürk3 Şebnem Yüzbaşıyeva4 Osman Titrek5
1,2,3,4-Yüksek Lisans Öğrencileri., Sakarya Üniversitesi, Eğitim Fakültesi, Eğitim Bilimleri Bölümü
5 Doçent Dr.Sakarya Üniversitesi, Eğitim Fakültesi, Eğitim Bilimleri Bölümü
Email: emozca4116@gmail.com, gizem57.93@hotmail.com, neslihanevren07@gmail.com, yuzbasiyeva94@mail.ru
ÖZET
Bu çalışmada, resmi ilköğretim okullarında çalışan öğretmenlerin yer değiştirmelerinin nedenleri ve yer değiştirme isteklerinde yöneticinin rolü belirlenmeye çalışılmıştır. Öğretmenlerin yer değiştirme nedenleri ve bu yer değiştirmede yöneticinin rolü; cinsiyet, mesleki kıdem, çalışılan okul türü, çalışılan görev yeri, öğretmenin branşı ve yer değiştirme sayısına göre farklılaşma durumu faktör bazında incelenmiştir. Araştırmamızda tarama modeli kullanılmıştır. Anketler 2016-2017 eğitim öğretim yılında Kocaeli Kandıra ilçesiyle Sakarya Karapürçek ilçesindeki resmi ilköğretim okullarında görev yapan ve araştırmaya katılmayı gönüllü kabul eden 150 öğretmene uygulanmıştır. Araştırmada kullanılan anket, Burak CANDAŞ tarafından 2015’te geliştirilmiştir. Anket üç bölümden oluşmaktadır. I. Bölümde öğretmenin kişisel bilgilerini, II. Bölümde yer değiştirme isteğinin okulla ilgili sebeplerini, özel sebeplerini ve yöneticiden kaynaklı sebeplerini ölçen sorular bulunmaktadır. III. Bölümde ise öğretmenin bu sorular dışındaki fikirlerini belirtmesine olanak tanınmıştır. Değerlendirme sorularında Likert tipi dörtlü derecelendirme ölçeği kullanılmıştır. Katılımcılardan yer değiştirme sebeplerine ilişkin görüşlerini, her bir maddeyi (1) Çok Etkili, (2) Çoğunlukla Etkili, (3) Nadiren Etkili, (4) Hiç Etkili Değil seçeneklerinden birini kullanarak değerlendirmeleri istenmiştir. Verilerin çözümlenmesinde SPSS 20,0 paket programı kullanılarak demografik özelliklerin frekans ve yüzde değerleri incelenmiş, ölçeklerden alınan puanların aritmetik ortalamaları ve standart sapmaları hesaplanmıştır. Öğretmenlerin Yer Değiştirme Nedenleri Anketinden alınan puanların; öğretmenin cinsiyetine, branşına ve görev yaptığı okul türüne göre farklılaşıp farklılaşmadığını belirlemek için Mann-Whitney U testi, kıdemine ve yer değiştirme sayısına göre farklılaşıp farklılaşmadığını belirlemek için Kruskal-Wallis H testi yapılmıştır.
Araştırma sonuçlarına göre; öğretmenlerin yer değiştirme nedenleri cinsiyete, okul türüne, branşına, kıdemine ve yer değiştirme sayısına göre değişmezken, öğretmenlerin görev yaptıkları ilçe yer değişikliği isteklerinde anlamlı farklılıklar yaratan değişkendir.
Anahtar Kelimeler: Yer değiştirme, öğretmen, yönetici, sebepler
Reasons of Exchanges of Teachers Work in Primary Schools
and The Role of Principals
Emre Çelik1 Gizem Çağlayan2 Neslihan Öztürk 3 Şebnem Yüzbaşıyeva4 Osman Titrek4
1,2,3,4-Master Student., Sakarya University, Education Faculty, Educational Science Dept.
5 Assoc. Prof.Dr. Sakarya University, Education Faculty, Educational Science Dept.
Email: emozca4116@gmail.com, gizem57.93@hotmail.com, neslihanevren07@gmail.com, yuzbasiyeva94@mail.ru
Abstract
In this study, we tried to determine the exchanges of teachers work in formal primary schools and the roles of directors in requests of their exchanges of place. Reasons of teachers’ exchange of place and the role of the director in these exchanges; gender, professional level, type of school, branch of the teacher and exchange situation according to the number of change of place are searched as factors. In our research, we used screening model. Surveys are applied to 150 teachers who work in formal primary schools in Kandıra states in İzmit and in Karapürçek states in Sakarya in 2016- 2017 Education Year. The survey method conducted on this research is developed by Candaş (2015). The survey is composed of 3 parts. The first part includes teachers’ personal information; the second part includes questions that measure the reasons of exchange related to school, private reasons and reasons related to the director. In the third part, teachers are enabled to express their reasons except from the reasons mentioned. Likert type four-item scale is used. Participants are asked to evaluate their views about exchange using one of 4 options: (1) Very Effective, (2) Mostly Effective, (3) Rarely Effective, (4) Not Effective. In the analysis of data SPSS 20.0 pack program is used and frequencies and percentages of demographic qualities are examined, and average and standard deviation of points taken from scales are calculated. To determine whether points taken from Teachers’ Exchange Reasons Scale vary according to their gender, branch and the type if their school, we used Mann-Whitney U test, and Kruskal- Wallis H test to determine whether the points vary according to their professional level and exchange number. According to the results of the research, while teachers’ exchange reasons doesn’t vary according to their gender, school type, branch, their professional level and exchange numbers, the city which is worked is significant variable that leads teachers to request an Exchange.
Key words: Exchange schools, Teacher, Principal, Reasons
1.INTRODUCTION
Schools, the building blocks of education, and administrators, teachers and other employees, whom play an important role in the working of schools, hold organizational qualities. Any and each factor involved in this process is significant in terms of the efficiency of school administration (Bursalıoğlu, 2015). In this respect, what are the reasons behind the preference of teachers, one of the factors involved in the school administration, to relocate? This question is what this study tries to answer in general. The correlation between a countries education level and its development level is based on the fact that education is a service spanning over an extended period of time with a larger reach when compared to other fields in terms of its corporate structure and employment potential (Ulug, 1998: 153). Primary education which is devised to bring up a standard type of citizen sharing the values of the society they live in at least to an extent, having socialized the individual, plays an important role in the sustainability of the society (Erdem, 2005: 1).
Education is recognized as one of the most important factors in the development of a nation in the necessary direction in line with the development of the world at that time (Öztürk, 2002: 14). With such awareness, teachers desire to educate their students in line with these ideals. The correlation between the development levels of nations in varying aspects and their education level increases every other decade (Demirtaş, 2002: 362).
The main purpose of personnel mobility is to use the resources at hand in the best way possible (Kaya and Göçen, 2012). In this context, the Ministry of education may relocate its employees in or out of the city based on their demand or excuse, due to promotion, vocational necessity, ongoing investigation, return to work during retirement, etc. (Candaş, 2015).
Today, any in and out of city re-appointment request of teachers employed in government schools is governed by the Ministry of Education's Teacher Appointment and Re-appointment Regulation announced in the Official Gazette dated 17/04/2015 and numbered 29329 (ikgm.meb.gov.tr/2017).
Any teacher who request re-appointment are now able to log in to their personnel profile on Mebbis (Ministry of Education IT System) and arrange a ranked list of schools they want to be transferred to using the application module. After submitting their applications, they need to declare such application to the principle of the school they are currently stationed in order to receive their approval. Thus, the teacher will need to have a printout of his/her application and submit this printout to their manager having signed it, in return, the manager will need to have a copy of this printout handed back to teacher having signed, sealed and approved it. This is followed by a waiting period until the re-appointments are announced in accordance with the re-appointment calendar once the application is approved (Candaş,2015).
A closer look into the reasons for local re-appointment requests of the teachers show that teachers often request to be relocated to schools with better funding from schools with poor funding. The setting of the school and the negative attitude of the administrators are among the other reasons for requests of re-appointment (Candaş,2015).
A number of issues are known to pester the schools in Turkey due to their physical conditions. The insufficient number of primary and secondary education institutions leads to crowded classes in schools (Öğülmüş and Özdemir, 1995).
It is also found that the management skills of the school administration can be another source of problem. It is possible to use the material and human resources of a school efficiently and effectively only if the administrators of a school has managerial skills. Results of a number of studies show that school managements have some shortcomings in this respect. An example of this finding was reported in the research named “Organizational and Managerial Problems of Turkish Education Management” which assessed the sufficiency of managerial know-how of educational administrators of principles and vice-principles employed in the Ministry of Education, principles and vice-principles employed in educational institutions, and principles employed in primary schools resulting in 35.8% inadequacy (Kaya,1993).
This study was conducted in order to define the reasons behind the re-appointment of teachers employed in state schools operating under Ministry of Education and the role managerial staff plays in such re-appointments. The correlation between the reasons behind the re-appointment requests of teachers and relevant variables was found.
It was observed that the working/living condition of the spouse is most influential in requests to relocate. Moreover, funding level of schools and the attitude of school managers are factors driving in and out of city re-appointment of teachers.
Teachers as the practitioners of education have a position which may touch the lives of many adults of the future. Nevertheless, the generations brought up in these schools will provide and represent the future of our nation. In order to ensure a bright future, first we need to ensure the existence of efficient educational organizations. And this is only possible with sufficient number of managers, teachers, and personnel employed in educational institutions and the creation of a positive organizational culture and climate. An efficient education is possible only when there is no teacher shortage and when the commissioned teachers are willing to occupy their existing positions for a reasonable period of time (Candaş, 2015). Therefore, a study was conducted covering the districts of Karapürçek and Kandıra in order to reveal the factors affecting the re-appointment of teachers.
1.1.Problem Sentence
The problem sentence of this study is “What are the reasons behind the re-appointment of teachers employed in primary schools and what is the role their managers play in such re-appointment decisions?”
1.2.Sub-problems
1. Are reasons behind the re-appointment of teachers employed in primary schools…
2. What are the personal reasons behind the re-appointment of teachers employed in primary schools?
3. What is the correlation between the reasons behind the re-appointment of teachers employed in primary schools and the attitude of school’s administrator(s)?
2. METHOD
This section of the study involves the research model, universe and sample, data collection tools, and data collection and analysis.
2.1. Research Model
This study follows the descriptive review model. Review models, in general, are research approaches which are suitable to describe a past situation or an ongoing one as it is Karasar (2008). This study was built on descriptive review model with the purpose to identify the reasons behind the re-appointment of teachers working in public schools and the role school administrators play in such re-appointment decisions. Descriptive review model tries to describe events, objects, assets, institutions, groups and several others. Using this model, it is possible to better understand these aspects, to group and classify them and to identify the relationships between them (Kaptan, 1998).
2.2. Universe and Sample
The universe of this study consists of 100 teachers and administrators working in the Karapüçek district of the city of Sakarya and 200 teachers and administrators working in the Kandıra district of the city of Kocaeli during the academic year of 2016-17. The sample was randomly selected from the pool of 5 primary schools operating in the Karapüçek district of the city of Sakarya and 20 primary schools operating in the Kandıra district of the city of Kocaeli in January, 2017 and a total number of 150 subjects participated in the survey. The number of applicable surveys included in the study was 150.
2.3. Data Collection Tools
The data collection tool developed in order to collect relevant data from the primary school teachers and administrators participating in this study consist of 3 sections.
The Section 1 of the survey included demographic questions such as gender, professional seniority, type of school, field, number of past re-appointments, and the current district/city of the teacher and administrator. Section 2 of this survey included a total number of 32 questions, of which 11 questions aiming to identify the school-related reasons behind the re-appointment request, 11 questions aiming to identify the personal reasons behind the re-appointment request, and 15 questions aiming to identify the role of administrator(s) in the re-appointment request. Section 3 of this survey asked for the remarks of the participants elaborating their experience regarding this subject.
2.4. Confidence/Reliability
Cronbach’s Alpha value of this study aiming to identify the “Reasons Behind Re-appointment of Teachers” was found to be 0.820.
2.5.Analysis Techniques
Data was collected from teachers commissioned in 5 schools operating in Karapüçek district of the city of Sakarya and 20 schools operating in Kandıra district of the city of Kocaeli. All the measuring tools were applied by the author.
3.1. FINDINGS & REMARKS
Item Range f %
Number of Re-appointments
Never 47 31.3
1-3 times 87 58
4-6 times 15 10
Other 1 0.7
Type of School
Primary 51 34
Secondary 99 66
Field
Form Teacher 40 26.7
In-Field Teacher 110 73.3
This section includes the findings obtained from the statistical analysis of the data collected in line with the purposes of the study and relevant remarks. The findings section offers frequency and percent distribution data in order to represent the general structure of the sample. Other findings were then listed in accordance with the purposes of the study.
Item Range f %
Gender
Female 72 48
Male 78 52
Commissioned In Kandıra
/KOCAELİ 92 61.3
Karapürçek
/Sakarya 58 38.7
Years of Experience
0-5 Years 77 51.3
6-10 Years 50 33.3
11-15 Years 15 10.0
16 and more 8 5,3
This section of the study offers descriptive frequency and percentage distributions of the demographic qualities (gender, age, years of experience, field, number of students, number of teachers, number of administrators) of teachers and schools forming the sample.
Table 1. Frequency Table for the Reasons behind Re-appointment of Teachers
As shown in Table 1, 72 individuals (48%) in the sample were female while 78 individuals (52%) were male, hence the total sample size was 150 teachers. 77 (51.3%) of the teachers in the sample had 0-5 years of experience, 50 (33.3%) had 6-10 years of experience, 15 (10%) had 11-15 years of experience, and 8 (5.3%) had 16 years of experience or more. 51 (34%) of the teachers in the sample were commissioned in primary school group, while 99 (66%) were commissioned in secondary school group. 40 (26.7%) of the teachers in the sample were form teachers, while 110 (73.3%) were in-field teachers. 47 (31.3%) of the teachers in the sample answered ‘never’ to the question of ‘How Many Times You have Relocated in Your Career?’, while 87 (58%) answered ‘1-3 times’, 15 (10%) answered ‘4-6 times’, and 1 (0.7%) answered ‘other’. 92 of the teachers in the sample answered ‘Kandıra/KOCAELİ’ to the item regarding the city/district they are commissioned in, while 58 (38.7%) answered ‘Karapürçek/Sakarya’.
3.2. Findings Regarding the Hypotheses of the Study
Mann-Whitney U-test was used in order to define if the scores of the teachers in the sample differ by their gender, type of school, and the city they are commissioned in; and Kruskal-Wallis H-test was used in order to define if the scores of the teachers in the sample differ by their age, education level, years of experience.
Table 2. Normal Distribution Table
Statistic Std. Error
total Mean 92.6200 1.55719
95% Confidence Interval for Mean Lower Bound 89.5430
Upper Bound 95.6970
5% Trimmed Mean 93.5556
Median 95.0000
Variance 363.727
Std. Deviation 19.07163
Minimum 38.00
Maximum 128.00
Range 90.00
Interquartile Range 23.50
Skewness -.750 .198
Kurtosis .430 .394
Cases
Valid Missing Total
N Percent N Percent N Percent
total 150 100.0% 0 0.0% 150 100.0%
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
total .106 150 .000 .957 150 .000
As shown in Table 2, it was observed that the research scores did not have a normal distribution (Sig.=0.000; Sig. < 0,05)
Table 3. Cronbach’s Alpha Table for the Reliability Test Results of the Survey
Mean Std. Deviation N
School-related 30.5733 6.52136 150
Personal reason 15.7067 4.33427 150
Administration 46.3400 11.62607 150
total 92.6200 19.07163 150
Mean Variance Std. Deviation N of Items
185.2400 1454.908 38.14326 4
Cronbach's Alpha N of Items
.820 4
As shown in Table 3, Cronbach’s Alpha value of this study aiming to identify the “Reasons Behind Re-appointment of Teachers” was found to be sufficient.
Table 4. Results of the Mann-Whitney U-test which Aims to Define If Scores of the Teachers Differ Depending on the Type of School
N Mean Std. Deviation
total 150 92.6200 19.07163
Type of School 150 1.66 .475
Type of School N Mean Rank Sum of Ranks
total primary 51 82.74 4219.50
secondary 99 71.77 7105.50
Total 150
Total
Mann-Whitney U 2155.500
Wilcoxon W 7105.500
Z -1.464
Asymp. Sig. (2-tailed) .143
As shown in Table 4, Mann-Whitney U-test performed with the aim to define if the total score of the teachers in the sample differs significantly depending on the ‘type of school’ variable did not give statistically significant difference between groups included (Sig.=0,143; Sig. > 0,05).
Table 5. Results of the Mann-Whitney U-test which Aims to Define If Scores of the Teachers Differ Depending on the Gender
N Mean Std. Deviation
total 150 92.6200 19.07163
Gender 150 1.52 .501
Gender N Mean Rank Sum of Ranks
total female 72 84.71 6099.00
male 78 67.00 5226.00
Total 150
total
Mann-Whitney U 2145.000
Wilcoxon W 5226.000
Z -2.495
Asymp. Sig. (2-tailed) .013
As shown in Table 5, Mann-Whitney U-test performed with the aim to define if the total score of the teachers in the sample differs significantly depending on the ‘gender’ variable did not give statistically significant difference between groups included (Sig.=0,13; Sig. > 0,05).
Table 6. Results of the Kruskal-Wallis H-test which Aims to Define If Scores of the Teachers Differ Depending on the Years of Experience
N Mean Std. Deviation
total 150 92.6200 19.07163
Years of Experience 150 1.69 .859
Years of Experience N Mean Rank
total 0-5 years 77 73.20
6-10 years 50 83.55
11-15 years 15 60.43
16 and more 8 75.56
Total 150
Total
Chi-Square 3.739
Df 3
Asymp. Sig. .291
As shown in Table 6, Kruskal-Wallis H-test performed with the aim to define if the total score of the teachers in the sample differs significantly depending on the ‘years of experience’ variable did not give statistically significant difference between groups included (Sig.=0.291; Sig. > 0,05).
Table 7. Results of the Mann-Whitney U-test which Aims to Define If Scores of the Teachers Differ Depending on the Field
N Mean Std. Deviation
total 150 92.6200 19.07163
Teaching field 150 1.73 .444
Teaching field N Mean Rank Sum of Ranks
total Form teacher 40 78.06 3122.50
In-field teacher 110 74.57 8202.50
Total 150
Total
Mann-Whitney U 2097.500
Wilcoxon W 8202.500
Z -.436
Asymp. Sig. (2-tailed) .663
As shown in Table 7, Mann-Whitney U-test performed with the aim to define if the total score of the teachers in the sample differs significantly depending on the ‘field’ variable did not give statistically significant difference between groups included (Sig.=0.663; Sig. > 0,05)
Table 8. Results of the Kruskal-Wallis H-test which Aims to Define If Scores of the Teachers Differ Depending on the Re-appointment History
N Mean Std. Deviation
total 150 92.6200 19.07163
How many time did you relocate during your career? 150 1.80 .635
How many time did you relocate during your career? N Mean Rank
total never 47 81.31
1-3 times 87 72.94
4-6 times 15 71.07
other 1 92.00
Total 150
total
Chi-Square 1.444
Df 3
Asymp. Sig. .695
As shown in Table 8, Kruskal-Wallis H-test performed with the aim to define if the total score of the teachers in the sample differs significantly depending on the ‘re-appointment history’ variable did not give statistically significant difference between groups included (Sig.=0.695 ; Sig. > 0,05).
Table 9. Results of the Mann-Whitney U-test which Aims to Define If Scores of the Teachers Differ Depending on the District of School
N Mean Std. Deviation Minimum Maximum
School-related 150 30.5733 6.52136 11.00 44.00
Personal Reason 150 1.39 .489 1 2
Administrator 150 46.3400 11.62607 15.00 60.00
total 150 92.6200 19.07163 38.00 128.00
District of School N Mean Rank Sum of Ranks
School-related Kandıra/KOCAELİ 92 67.88 6244.50
Karapürçek/SAKARYA 58 87.59 5080.50
Total 150
Personal Reason Kandıra/KOCAELİ 92 64.38 5923.00
Karapürçek/SAKARYA 58 93.14 5402.00
Total 150
Administrator Kandıra/KOCAELİ 92 66.88 6152.50
Karapürçek/SAKARYA 58 89.18 5172.50
Total 150
Total Kandıra/KOCAELİ 92 64.90 5970.50
Karapürçek/SAKARYA 58 92.32 5354.50
Total 150
School-related Personal Reason Administrator Total
Mann-Whitney U 1966,500 1645,000 1874,500 1692,500
Wilcoxon W 6244,500 5923,000 6152,500 5970,500
Z -2,713 -3,958 -3,068 -3,766
Asymp. Sig. (2-tailed) ,007 ,000 ,002 ,000
As shown in Table 9, Mann-Whitney U-test performed with the aim to define if the total score of the teachers in the sample differs significantly depending on the ‘district of school’ variable gave statistically significant difference between groups included (Sig.=0.000; Sig. < 0,05).
Table 10. Results of the Mann-Whitney U-test which Aims to Define If Scores of the Teachers Differ Depending on the Personal Reasons Resulting in Re-appointment Request
N Mean Std. Deviation
Personal Reason 150 1,39 ,489
District of School N Mean Rank Sum of Ranks
Personal Reason Kandıra/KOCAELİ 92 64,38 5923,00
Karapürçek/SAKARYA 58 93,14 5402,00
Total 150
District of School N Mean Rank Sum of Ranks
Workload being too heavy Kandıra/KOCAELİ 92 66.24 6094.00
Karapürçek/SAKARYA 58 90.19 5231.00
Total 150
Constantly being criticized Kandıra/KOCAELİ 92 63.72 5862.00
Karapürçek/SAKARYA 58 94.19 5463.00
Total 150
Workload Being too Heavy Personal Problems w/ My Colleagues Damaged Relationships (Reduced Occupational Respect) Due to Working as Colleagues for Long-term End of Contract Term at the Institution (Rotation/Mandatory Re-appointment/ Mandatory Service, etc.) Constantly Being Criticized Personal Reasons
Mann-Whitney U 1816.000 2034.500 2106.000 2130.000 1584.000 2087.000
Wilcoxon W 6094.000 6312.500 6384.000 6408.000 5862.000 6365.000
Z -3.455 -2.542 -2.266 -2.161 -4.364 -2.353
Asymp. Sig. (2-tailed) .001 .011 .023 .031 .000 .019
As shown in Table 10, Mann-Whitney U-test performed with the aim to define if the total score of the teachers in the sample differs significantly depending on the ‘Workload Being Too Heavy’, and ‘Constantly Being Criticized’ variables, as subfactors of ‘Personal Reasons Behind Re-appointment Request’ gave statistically significant difference between groups included (Sig.=0.000; Sig. It can be observed that this statistically significant difference favors Karapürçek/Sakarya sample (Sig=0.001; Sig.<.05), (Sig=0.000 ; Sig. <,05).
Table 11. Results of the Mann-Whitney U-test which Aims to Define If Scores of the Teachers Differ Depending on the Subfactors of Managerial Reasons Resulting in Re-appointment Request
N Mean Std. Deviation
Administrator 150 46.3400 11.62607
District of school 150 1.39 .489
District of school N Mean Rank Sum of Ranks
Personal Reason Kandıra/KOCAELİ 92 64.38 5923.00
Karapürçek/SAKARYA 58 93.14 5402.00
Total 150
District of School N Mean Rank Sum of Ranks
Administrator Pitting You Against Your Colleagues Kandıra/KOCAELİ 92 67.05 6168.50
Karapürçek/SAKARYA 58 88.91 5156.50
Total 150
Unfair Attitude of Administrator Kandıra/KOCAELİ 92 67.09 6172.00
Karapürçek/SAKARYA 58 88.84 5153.00
Total 150
Tension/Unrest Between Administrator and Teacher Kandıra/KOCAELİ 92 67.64 6222.50
Karapürçek/SAKARYA 58 87.97 5102.50
Total 150
Administrator Pitting You Against Your Colleagues Unfair Attitude of Administrator Tension/Unrest Between Administrator and Teacher
Mann-Whitney U 1890.500 1894.000 1944.500
Wilcoxon W 6168.500 6172.000 6222.500
Z -3.188 -3.281 -3.014
Asymp. Sig. (2-tailed) .001 .001 .003
As shown in Table 11, Mann-Whitney U-test performed with the aim to define if the total score of the teachers in the sample differs significantly depending on the ‘Administrator Pitting You Against Your Colleagues’, ‘Unfair Attitude of Administrator’, and ‘Tension/Unrest Between Administrator and Teacher’ variables, as subfactors of ‘Managerial Reasons Behind Re-appointment Request’ gave statistically significant difference between groups included. It can be observed that this statistically significant difference favors Karapürçek/Sakarya sample (Sig=0.001; Sig.<.05), (Sig=0.000 ; Sig.<.05).
Table 12. Results of the Mann-Whitney U-test which Aims to Define If Scores of the Teachers Differ Depending on the Subfactors of School-Related Reasons Resulting in Re-appointment Request
N Mean Std. Deviation Minimum Maximum
School-related 150 30,5733 6,52136 11,00 44,00
District of School 150 1,39 ,489 1 2
District of School N Mean Rank Sum of Ranks
School-related Kandıra/KOCAELİ 92 67,88 6244,50
Karapürçek/SAKARYA 58 87,59 5080,50
Total 150
District of School N Mean Rank Sum of Ranks
Low Socioeconomic Level of the District of School/the Parents Kandıra/KOCAELİ 92 67,14 6177,00
Karapürçek/SAKARYA 58 88,76 5148,00
Total 150
Low Socioeconomic Level of the District of School/the Parents
Mann-Whitney U 1899.000
Wilcoxon W 6177.000
Z -3.123
Asymp. Sig. (2-tailed) .002
As shown in Table 12, Mann-Whitney U-test performed with the aim to define if the total score of the teachers in the sample differs significantly depending on the ‘Low Socioeconomic Level of the District of School/the Parents’ variable, as subfactor of ‘School-Related Reasons Behind Re-appointment Request’ gave statistically significant difference between groups included (Sig.=0.000; Sig. It can be observed that this statistically significant difference favors Karapürçek/Sakarya sample (Sig=0.002; Sig.<.05).
4. RESULT AND RECOMMENDATIONS
The employee group which is influenced the most by the attitudes of school administrators consists of teachers they work with. Teachers are the most strategic elements of a school (Bursalıoğlu, 1987:69). The purpose of this study was motivated by the interest of the authors to explore the reasons behind re-appointment of teachers. The purpose of this study was to identify the reasons behind re-appointment of teachers working in schools located in the districts of Kandıra and Karapürçek.
Further purposes of this study include identifying the role of administrators in re-appointment processes and the most important reasons, reducing the number of re-appointments identifying the general and common factors in addition to personal reasons resulting in re-appointment and satisfying the teachers with teacher appointment and re-appointment system also including the administrators’ attitudes (Candaş, 2015: 2).
Similarly, Yazıcı (2006) suggested that administrators need to be trained in communication skills, physical structure of the schools needs to be improved, teachers’ opinions must be taken with regards to re-appointment regulations, activities must be planned in public schools to improve the cooperation between teachers and administrators if it is to reduce the requests for re-appointment.
According to Yazıcı (2006), the rules governing the appointment and re-appointment of teachers should be developed continuously and be adapted to emerging necessities. Service score in addition to occupational success and performance of the teacher can be considered when evaluating a request for re-appointment.
Candaş (2015) suggested that schools need to be institutions which produce, generalize, protect, communicate information while meeting the human expectations in order to be able to meet the needs of the century. And this is only possible if the educational institutions offer a positive teaching environment with sufficient amount of personnel. Motivation, job satisfaction, and efficiency of those employed in educational institutions, and organizational climate is closely correlated with the know-how, skills, attitudes and behavior, and the leadership role administrators have to offer. All these factors affect both the years of experience in one school and therefore being sufficiently staffed. An efficient education is only possible when there is no teacher shortage and when the commissioned teachers are willing to occupy their existing positions for a reasonable period of time.
According to Candaş (2015), among the most important reasons behind a teacher's request for re-appointment are working/living condition of the spouse and the mandatory service in the city/district of the school. After being appointed to mandatory service locations as their first appointment, teachers tend to request for re-appointment at the end of this mandatory service term, moving back to where their families live. The second most influential factor in re-appointment requests, on the other hand, involves the working/living conditions of the spouse.
Using one-way ANOVA, data obtained on the factors such as type of school, professional seniority, gender and field as part of the study on “the reasons behind the re-appointment of teachers employed in primary schools and the role their managers play in such decisions”. As all the relevant p-values were found to be higher than .05, there was no statistically significant difference between the reasons behind re-appointment and the type of school, professional seniority, gender and field.
Statistically significant differences were found between the two districts included in this study when exploring the administration-related aspects of the re-appointment request as part of the study on “the reasons behind the re-appointment of teachers employed in primary schools and the role their managers play in such decisions”.
A statistically significant difference was found between the two districts in terms of ‘Workload Being Too Heavy’ and ‘Being Constantly Criticized’ as the subfactors of personal reasons behind re-appointment request and such difference favored the district of Karapürçek.
A statistically significant difference was found between the two districts in terms of As shown in Table 11, Mann-Whitney U-test performed with the aim to define if the total score of the teachers in the sample differs significantly depending on the ‘Administrator Pitting You Against Your Colleagues’, ‘Unfair Attitude of Administrator’, and ‘Tension/Unrest Between Administrator and Teacher’ as the subfactors of managerial reasons behind re-appointment request and such difference favored the district of Karapürçek.
A statistically significant difference was found between the two districts in terms of ‘Low Socioeconomic Level of the District of School/the Parents’ as the subfactor of school-related reasons behind re-appointment request and such difference favored the district of Karapürçek.
The following recommendations are developed for future research and for practitioners in the light of the findings of this study. Recommendations for practitioners:
– It is recommended to provide training on conflict management and communication skills to administrators in order to reduce the number of re-appointment requests.
– It is recommended to improve self-development opportunities at schools in order to reduce the number of re-appointment requests.
– It is recommended to reduce the number of re-appointment requests through improvements in the physical structure of schools.
– It is recommended to publish regulations on re-appointment of teachers upon consulting also to their opinions.
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