A Qualitative Assessment of Administrative and Organizational Structure of Secondary Vocational Schools in Turkey.

Autor/inn/en	Simsek, Hasan; Yildirim, Ali
Titel	A Qualitative Assessment of Administrative and Organizational Structure of Secondary Vocational Schools in Turkey.
Quelle	(1997), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Attitudes; Curriculum Development; Decentralization; Educational Administration; Educational Change; Educational Development; Educational Policy; Educational Research; Foreign Countries; Organizational Change; Organizational Development; Professional Development; School Effectiveness; Secondary Education; Teacher Attitudes; Vocational Education; Turkey + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Decentralisation; Dezentralisierung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Bildungsreform; Bildungsentwicklung; Politics of education; Bildungspolitik; Bildungsforschung; Pädagogische Forschung; Ausland; Organisationswandel; Organisationsentwicklung; Schuleffizienz; Sekundarbereich; Lehrerverhalten; Ausbildung; Berufsbildung; Türkei
Abstract	A study critically evaluated the administrative practices and organizational structure of the Turkish secondary vocational education system from the perspectives of school administrators, teachers, and industry managers. The study population included 14 vocational high schools and 12 companies that hired graduates of these schools in 4 relatively large and developed cities. Three data collection methods were used: interviews with principals, school-industry coordinators, teachers, senior students, industry managers, and workers; observations in classrooms and workshops; and document analysis. Results indicated that the Turkish vocational education system was a centralized, top-down, functionalist-mechanistic bureaucracy that inhibited the innovative capacity of the system. Schools were under strict control of the central organization of the Ministry of Education (MOE), with the information flow in one direction--from schools to MOE. There was no systematic information flow between schools and industry. Teachers faced inadequate professional development opportunities. Most principals felt the system saw them as caretakers of the schools representing the central administration with no academic formation or required professional qualities to manage their schools. Teachers and principals agreed the decision making should occur at levels closer to individual schools. A reform initiative was proposed that involved decentralization throughout the system. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC