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by means of the administrator's knowldecision's level of resolving the probedge and experience that s/he has gained
lem.
at a specific area. Her/his experience has 3- The duration that the decision will be
taught the administrator the decision mies
valid. The longer the implementation
as well asfingercounting (Can, 1999,240).
of the decision, the more it gets weaker to implement it. In order to make the
Decision process is used in order to
implementation of the decision stronger,
make a change in an organization, prevent
it is needed that the decision is remindor resolve a conflict or influence the orgaed to the organization at times and
nization members. Decision is the axis of
controlled continuously.
other processes. The survival of the organization depends on the correctness of the 4- One of the most important factors
decisions taken. The administrator's takaffecting the decision is the problem of
ing correct and efficient decisions firstly
"participation".
requires his/her being knowledgeable about 5- When performed with suitable meththe decision models and its stages.
ods and at suitable levels, participation,
which is getting more important in conBursalioglu (1999:116) identified these
temporary management trends, the
stages as follow;
appropriation and adoption feeling
- Understanding the problem, gatherresulted
from the performers' particiing information with regards to the
pation to the decision affect the decision
problem,
in a positive way; while participation
- Analysis and interpretation of the
which cannot be held in suitable and
information,
sufficient level may obstmct the imple- Formulating the solution ways,
mentation of the decision.
- Selecting the most efficient solution,
Considering participation as the process
- Implementation and assessment
Three dimensions can be considered in of influencing the decision, McGregor
implementing the decision; (Katz and explained participation as the creation of
Kahn.1966)
opportunities at suitable conditions that
1 - The level of general and abstract aspect will ensure people's effectiveness of the
of the decision. The more a decision is decisions that will have an influence on
general and abstract, the harder it can them (Acikgz, 1984). Participation covbe implemented. Decisions that are ers the involvement of the organization
abstract and that can be reduced to an members to the decision process and even
aspect are the ones clearer and evident. initiating it. The concept is a process that
2- The intemal and extemal organizational is brought by the behavioral sciences and
area affected by the decision. The larg- democratic leadership approaches and that
er the area of the decision, the harder increases morale within the organization
the monitoring and controlling of the while reducing the negative reactions
implementation of the decision. It will against decisions.
become impossible to assess such a
Using decision participation in an
them retumed.
Survey is used as the information gathering tool in the study. It is composed of
two sections. The four questions in the first
section include the independent variables
such as participants' position, gender, job
- field and level of education. The second
section consists of the questions with the
opinions regarding what their perceptions
about the sub-problems of the study.
As the data gathering instmment, the
survey used in a study called "Scale Development Regarding the Activities of School
Administrators during the Decision Making Process within the framework of
Human Resources Management" developed by making use of the literature review,
interviews with teachers and principals at
schools and expert opinions by zen and
Yriik (2005) in order to determine the
activities during the decision making
process at schools was used.
Two of the 20 questions in the survey
were not assessed. The other 18 questions
aimed at finding out the views of teachers
and administrators regarding the participation to the decisions taken at schools.
The answers were identified as a five point
Findings based on data were interpreted in terms of total scores, percentages and
differences among the scores. Scores determined as five point scale are adjusted and
the ones marking "I totally disagree" and
"I partially agree" options are assessed as
"disagree"; the ones marking "I'm not
decided" are assessed as "undecided"; "I
totally agree" and "I wholly agree" options
are assessed as "Agree". Accordingly, the
frequency (F) and percentage (%) distributions of the people agreeing or disagreeing
to the questions of the survey or undecided ones are given in the below table;
1. The level of teacher and administrator
participation in decisions taken via meetings, their percentages and frequencies
Table 1 : The level of teacher and administrator participation in decisions taken via meetings,
their percentages (%) and frequencies (f).
Disagree
Undecided
Agree
Questions
f
158
40,8
36
9,3
194
50,0
197
50,7
38
9,8
153
39,4
68,8
49
12,6
72
18,6
205
52,9
61
15,7
122
31,4
98
25,2
40
10,3
250
64,5
59
25,2
32
8,2
297
76,5
110
28,4
55
14,2
223
57,4
70
28,0
53
13,7
265
68,2
21,7
67
17,3
241
62,1
163
42,0
93
24,0
132
34,0
141
36,4
55
14,2
192
49,4
57
14,6
60
15,5
271
70,0
55
14,1
58
14,9
275
70,9
201
51,8
80
20,6
107
27,6
98
25,2
66
17,0
224
57,7
64
16,5
62
16,0
262
67,5
by the principal.
255
65,7
57
14,7
76
19,6
79
20,3
42
10,8
267
69,0
12. 14,7 % of the teachers and administrators replied the item "The principal
tries to eliminate the obstacles that can be
experienced with the teachers." as marking the "I don't agree" option while 70 %
replied the same item as "I agree". Accordingly, it can be said that school principals
generally try to eliminate the obstacles that
can arise with the teachers.
13. 14,1 % of the teachers and administrators replied the item "Both personal
and corporate interests are considered at the
decisions taken" as marking the "I don't
agree" option while 71 % replied the same
item as "I agree". Accordingly, it can be
said that both personal and corporate interests are mostly considered at the decisions
taken at schools.
14. 51,8 % of the teachers and administrators replied the item "The principal
leaves the decision making task to teachers" as marking the "I don't agree" option
while 27,6 % replied the same item as "I
agree". Accordingly, it can be said that
principals at schools generally don't leave
the decision making task to teachers.
15. 25,2 % of the teachers and administrators replied the item "Decisions are
flexible and can be changed if needed." as
marking the "I don't agree" option while
57,7 % replied the same item as "I agree".
Accordingly, it can be said that decisions
at schools are not flexible and not changed
when needed.
16. 16,5 % of the teachers and administrators replied the item "Examples of
successful and good practices are considered at the decisions" as marking the "I
don't agree" option while 67,5 % replied
the same item as "I agree". Accordingly,
Teacher
350
2,51
1,31
Administrator
23
2,96
1,61
1,57
,01
Table 3: T-Test Findings of Mean Scores regarding administrator and teacher perceptions
on establishing a shared decision culture in school management
N
Teacher
350
3,39
1,25
Administrator
23
3,91
1,09
1,98
,00
Table 4: T-Test Findings of Mean Scores regarding and teacher perceptions regarding everyone's
following the decisions taken
N
Teacher
350
3,56
1,08
Administrator
23
4,09
,949
2,28
,00
11. At schools, principals try to eliminate the obstacles that can be experienced
with the teachers. School is a place where
problems of the staff should be firstly
focused in order to increase the efficiency.
12. Both personal and corporate interests are considered at the decisions taken
at schools. This is significant in order for
the institution to develop. Schools should
adopt human centered methods in decisions unlike other entities.
13. Principal at school doesn't leave the
task of decision making to teacher. On the
other hand, it is considered a great step
that teachers participate in decisions for
them to appropriate them. Staff participating in the decisions has the
implementation responsibility and contribute in organizational development.
14. Decisions at schools are not fiexible and they cannot be changed when
needed. However, decisions should be
changed whenever necessary based on the
conditions of the time. Unchangeable and
fixed decisions are considered as one of
the obstacles in organizational development.
15. Successful and good practices are
not taken into account in decisions taken
at schools. Therefore, it should be ensured
that previously taken decisions and good
examples are models for the new decisions.
16. Principal doesn't think that every
decision he makes is the best. In this
respect, staff can be consulted about the
efficiency of the decisions taken during
the year or principals may encourage teachers for more participation in the decisions.
17. Level of teacher participation in the
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