Eğitim yöneticiliği mesleğini düzenleyen mevzuatın tarihsel bağlamda değerlendirilmesi
Özet
The aim of this study was to examine the historical/chronological development and to do a comparative evaluation of the legislation, based on the constitutions of 1924, 1961 and 1982, regulating the appointments, promotions and transpositions of educational administrators working in all the organizations of Ministry of National Education (MoNE). In this respect the study was limited to laws, legislative decrees/presidential decrees, codes, regulations, directives, MoNE council meeting decisions and development plans which were prepared to regulate the appointment, promotions and transposition of educational administrators between 1924 and 2018. In this study, which was conducted with a general survey model and carried the features of historical research, qualitative research approach was applied. The data of the study were collected with document analysis method, analyzed and interpreted with descriptive analysis technique. In order to ensure validity and reliability, research procedures, data collection and analysis methods were described in detail, the findings of the descriptive analysis were re-examined by another researcher, the findings were presented without comments first, and then they were analyzed and discussed. In the results of the study, it was observed that in 1924 Constitution period, legislation studies related to educational administrators were quite limited and generally a part of other legislative sources; in 1961 Constitution period separate regulations for the appointment and promotion of educational administrators were started to be made. In 1982 Constitution period, it was observed that various regulations were generated and they were changed frequently because of the political influences. It was found out that in the Turkish Educational System, the perspective to the profession of educational administration was shaped by "In educational services the basis is the teaching profession" principle. Because of the policies adopting this perspective, it was not possible for the profession of educational administration to be regarded as a professional job and specialty different from teaching profession. The efforts to train educational administrators in undergraduate and graduate programs didn't attain a permanent success and the practices of educational administrators' training were limited to in-service education.