Procedia - Social and Behavioral Sciences 103 ( 2013 ) 801 – 806

1877-0428 © 2013 The Authors. Published by Elsevier Ltd.Selection and peer-review under responsibility of The Association of Science, Education and Technology-TASET, Sakarya Universitesi, Turkey.doi: 10.1016/j.sbspro.2013.10.401

ScienceDirect

13th International Educational Technology Conference

School management by values according to teachers’ opinions

Associate Professor Dr. .Bak r ARABACI * F rat Üniversity Educational Faculty 23119 Elaz /Turkey

Abstract

Today,management by values has increased in value instead of management by regulations and norms.Internalized values of

administrators and teachers at schools influence the improvement of organizational behaviours effectively.This research aims

to determine the perceptions of teachers at primary schools about ‘management by values’ and if there is differentiation in

successs according this perception or not.In research, survey methods are used.Research’s sample is formed by 261 teachers

working at schools in Elaz . Schools’ successes were determined according to results in SBS.In result,participants adapt

management by values in high levels.

© 2013 The Authors. Published by Elsevier Ltd. Selection and peer-review under responsibility of The Association of Science, Education and Technology-TASET, Sakarya Universitesi, Turkey.

Key words: Primary schools,Values, Management by values,Teachers’opinions.

1. Introduction

According to pozitivist paradigma in management science in past, thougths of organizations and management as a cosmic and reality, it was supposed that various patterns developed in this field can be applied to all organizations. But,at the end of the last quarter of 20. century, observed in other fields ,in organization and

* Corresponding author. Tel.: +0 4242370000/4904; fax: +90 4242365064. E-mail address: arabacibaki@gmail.com

Available online at www.sciencedirect.com

© 2013 The Authors. Published by Elsevier Ltd. Selection and peer-review under responsibility of The Association of Science, Education and Technology-TASET, Sakarya Universitesi, Turkey.

802 İ. Bakır Arabaci / Procedia - Social and Behavioral Sciences 103 ( 2013 ) 801 – 806

management theories a paradigma transformation became a current issue and serious criticisms started about programmes aiming the training of education administrators. (Mulkeen, Cambron, McCabe, Anderson, 1994;

i man ve Turan, 2002).

At the beginning of mid 1970s,a trust worthy transformation in organization and management science started. In all fields, multiplying theroists started a struggle against the pozitivist paradigma.Post-Pozitivizm and Post- Rationalism claim that reality, knowledge and truths are social speculations. So we reach different results in topics appearing as indisputable. Because each of us fing different meanings of the same things according to subjective perception. Therefore, the same thing can be interpreted differently. (Tierney ve Rhoads,1993,322;

im ek, 1994). Existing education management and leadership theories ignore the importance of values and culture at scholl. But, culture gives the meaning of life. Culture is an intellectual skeleton combining belief, values and actions. Last studies emphasize that the importance of values in school administrators’ effectiveness (Bates, 2001a) and make a point of values in education organizations.(Strike, 1993). School administrators’ values are the sources of intends. In many studies, despite the emphasis on instrumental actions and technic contentment, it appeared that values intending administrators and their culturel sources are valued.(Bates, 2001a, Y lmaz, 2006).

According to Greenfield(1994) ,the field of educational management, since it entered the dominance of pozitivist paradigma, human values, emotions and subjectivity have be ignored intentionally or not. Greenfield (1994) brings out that researches in educational management fields need to head topics forming human behaviours such as language, culture and social contect to understand the social realities.(Cited by Turan, 1998;Turan ve i man, 2000; i man ve Turan, 2004b;Y lmaz,2006).

Values of people influence behaviours in all stages intentionally or not. Social structures effected by human behaviours also can be effected by values. Human behaviours concern not only himself but also the society. It is important that education system which aims to shape human behaviors should be programmed as value-centered.

The basic assumption of management by values is the point of view seeing human as a presence behaving according to values rather than reasonal. Management by values is an approach integrating the employees around the values and providing value-focused behaviours. According to this approach the most important factor of collective spirit is the shared values. In the organizations of values management there is an emotional relationship between employees and the organization. If the degree of internalization is strong, the emotional relationship becomes stronger. The strength of emotional relationship increase the ethnic responsibility of employees. (Çelik,2002:84). At the same time ,the researches in physchology and education fields show that people generally reflect the values they find important to their work environment ( mamo lu/Aygün,1999; Balo lu ve Balgalm , 2005).

Purpose of Research

The aim of research is to determine the opinions of primary school teachers about school management topic and testing if there is a differentiation or not in the opinions of teachers’ according to success.

2. Method of Research

The research is in survey pattern and it is carried out as a descriptive study. The study universe of research is formed by the schools in the center of Elaz in 2008-2009 school year. Sample is formed by 261 teachers in 18 primary schools chosen randomly.

803İ . Bakır Arabaci / Procedia - Social and Behavioral Sciences 103 ( 2013 ) 801 – 806

Data Collection and Data Analyze

As data collection instrument ‘Management measure according to values’ was used, developed by Y lmaz.(2006). To determine the measure’s validity and reliability opinions of two academicians took into consideration, so content and expression aspects were arrenged. To determine the validity and reliability a survey conducted 80 chosen teachers in city center of Elaz raof datas to factor analyze (KMO) ve Cronbach Alpha co-efficient was calculated. KMO= .93, Barlett’s Test= 2844,6 as a result of this test, the datas were suitable to factor analyze. In factor analyze it was understood that sections gathered in mono section and mono factor explains %47 of loads of sections. For example, in the result of reliability analyze Cronbach Alpha co-efficient was found as= .97.This result shows that the measure is reliable. There are 25 sections in measure. Schools’ successes were evaluated according to SBS. While interpreting the aritmetic avarage in Likert survey, the results were 1.00-1.80 totally disagree, 1.81-2.60 disagree, 2.61-3.40 uncertain, 3.41-4.20 agree and 4.21-5.00 totally agree accepted.

3. Findings and Comments

Participants gave opinions about school management as ‘Agree’ or ‘Totally agree’ ( X= 3.83- 4.42). So it was concluded that teachers accepted high level value management. This situation is suitable for cuntries such as Turkey devoted to values.

In 2007-2008 school year sample schools’ successes in OKS 100/3= 33 according to equal co efficient; it was determined as 0-33= 3, 34-66= 2, 67-100=1. Related information is shown in Table 1.

Table 1. 2007-2008 school year , sample schools’ OKS success.

School Name

Participant Students

Successfull Students

Success

Rates

%

Success

Sequence

1 Özel Mustafa Sabuncu Primary School

53 51 96 1

2 Özel Harput Primary School 34 29 85 1 3 Özel Bilgem Primary School 18 15 83 1 4 K br s ehitler Primary School 28 21 75 1 5 Mezre Primary School 247 140 57 2 6 50.Y l Primary School 14 8 57 2 7 Hilalkent Primary School 41 23 56 2 8 Koç Primary School 79 40 51 2 9 Fevzi Çakmak Primary School 13 6 46 2 10 Mehmet Ve fakat Gülaçt Primary

School 7 3 43 2

11 stiklal Primary School 39 15 38 2 12 bn- Sina Primary School 18 6 33 3 13 Yavuz Sultan Selim Primary School 3 1 33 3 14 Ziya Gökalp Primary School 25 8 32 3 15 HT.Ö retmen Rüstem en Primary

School 11 3 27 3

16 Vali Tevfik Gür Primary School 42 10 24 3

804 İ. Bakır Arabaci / Procedia - Social and Behavioral Sciences 103 ( 2013 ) 801 – 806

17 Kuyulu Primary School 8 1 13 3 18 ht.Ö retmen Nadir Ozan

Primary School 22 1 5 3

Taking into consideration of school success,teachers’opinions about the management by values are shown in the

table.

Table 2. The means of the participants according to their school's success

Groups Mean Frekans Standart Deviation

Group1 4,11 86 0,61

Group2 4,00 100 0,79

Group3 3,78 75 0,75

Total 3,97 261 0,73

According to success situations of participant schools,the answers to measure sections are varient as (X= 3,971;

SS=0,73) and this comes the levels ‘agreee and totally agreee’ .Highest participation about the management by

values belongs to high-level successfull school teachers. 1st Group= (X= 4.11; SS=0,61).

A single-option variance was done to see probable difference in the opinions of participants according to school

success. In result of analyze,despite no difference in 16. Section,there was a difference in 9. Section.

Table 4. A single-option variance determining the difference between school success and participants’ opinions.

No Items X F p Difference 5 All sorts of studies are cared to be copmleted

successfully. 4,08 10,38 .00 1 ve 2- 3

6 Scientific principles are seen as a guide. 3,83 6,46 ,00 1 ve 2- 3 7 Hard workers are appreciated in community. 3,66 3,51 ,03 1 ve 2- 3 10 Private time should be sacrificed for school in

necessary situations. 4,00 17,56 ,00 1. Grup ile 2

ve 3 aras nda 12 Cooperation among colleagues should be cared. 3,96 3,47 ,03 1 ve 2- 3 19 Taking responsibility in friends and work groups

shouldn’t be ignored. 4,06 4,06 5,38 ,005

21 Sources are tried to be used effectively and productively.

3,97 4,06 ,41 1 ile 2 ve 3. grup

22 The necessity of harmony among colleagues are thought.

4,22 3,00 ,42 1 ve 3

25 Works are done in pleasure. 4,03 4,32 ,14 1 ve 2- 3

The different sections among employees are the sections about responsibility,coordination and cooperation

related to study methods.The highest participant in management by values measure was in favor of first group

and there were different opinions with other groups.

805İ . Bakır Arabaci / Procedia - Social and Behavioral Sciences 103 ( 2013 ) 801 – 806

4. Conclusion and Discussion

Management by values perception, appropriate to human nature, has increased in value recently.In this

research,done to determine the opinions of teachers about tht management by values,teachers adapted the

education by values in high levels.At the same time we reached other researches done to similar results.(Y lmaz,

2006; Blanchard&O’Connor, 1998; (Powellandothers, 1984).Management by values is so significant about the

acceptance of organizational purposes and affordance of organizational effectiveness. (Wiener, 1988).

In the research we concluded that the teachers of successfull schools’ accepted the management by values

more.That is to say,the management of successfull schools depends on values.The schools having strong

organizational culture and values are more successfull and motivation of teachers are higher( Cheng, 1993; Stolp,

2002).So it shouldn’t be forgotten that motivation, the base of organizational success is affected by beliefs and

values.

Suggestions

• Management by values appliances in education organizations should be widespread.

• Trainings for teachers,students and tutors about the management by values topic should be arranged.

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