An Investigation of Turkish Female School Administrators' Views on the Concept of Self-Development

Autor/inn/en	Sincar, Mehmet; Önen, Zerrin; Arar, Khalid Husny
Titel	An Investigation of Turkish Female School Administrators' Views on the Concept of Self-Development
Quelle	In: International Journal of Leadership in Education, 23 (2020) 2, S.175-198 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3124
DOI	10.1080/13603124.2018.1524932
Schlagwörter	Foreign Countries; Women Administrators; School Administration; Administrator Attitudes; Management Development; Self Actualization; Individual Development; Barriers; Gender Bias; Professional Identity; Competence; Turkey + Suchen Sie Ihr Suchwort? Ausland; Weibliche Führungskraft; Self actualisation; Selbstverwirklichung; Individuelle Entwicklung; Geschlechterstereotyp; Kompetenz; Türkei
Abstract	The aim of this qualitative-phenomenological study was to investigate Turkish female school administrators' views on the concept of self-development and the techniques they adopt in their self-development process. Using snowball sampling, ten female school administrators participated in a semistructured interview. The obtained data were analyzed through the content analysis method and validity and reliability of the study were obtained thorough peer-debriefing, member checking and consistency checking. The findings pointed to a need to clear the current negative perceptions toward women school administrators. This study also showed that social roles that are attributed to women by society become obstacles for the self-development process of female school administrators, especially when they want to attend a developmental activity. Moreover, management of feelings, psychology and communication became the fields in which female school administrators needed to improve themselves. Findings showed that self-development is a notion worth exploring. Further conclusions and implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01