Abstract
This study examines the reflections of school principals' discriminatory behaviors on schools based on the views of teachers working at different educational levels. The study group consisted of 14 teachers working in Malatya province. Designed using qualitative research methods, the study followed a phenomenological approach. Data were collected through a semi-structured interview form prepared by the researcher and focus group interviews. The data were analyzed using content analysis, initially categorized, and evaluated based on the emerging themes. The research findings revealed three main themes: discriminatory behaviors in the school environment, how teachers perceive these discriminatory behaviors, and suggestions for preventing such behaviors. It was found that some teachers experienced exclusion, injustice, unfair treatment, loss of motivation, loneliness, and low school attachment due to discriminatory behaviors. Teachers participating in the study emphasized that the most critical measures for eliminating discriminatory behaviors include training for school administrators, performance-based evaluation, establishing institutional school structures, and implementing inclusive practices. The recommendations are developed based on research findings. School administrators must develop the ability to treat all teachers equitably, regardless of gender, culture, political ideology, or other factors. Clear policies to prevent discrimination in school environments should be implemented, and staff members should be actively involved in decision-making processes. The selection and training of school administrators should prioritize merit and qualifications to ensure effective leadership.
Keywords
Ethical Statement
Ethics committee approval was obtained from Inonu University Social and Human Sciences Scientific Academic Committee (Date: 06.01.2022, Number: E-2022-1/27)
References
- Akbulut, Y. (2014). Data analysis techniques. In A. Şimşek (Ed.), Research methods in social sciences (pp. 162–195). Anadolu University Publications.
- Akman, Y. (2018). Examining the relationship between school principals' competencies in managing diversity and organizational justice based on teachers' perceptions. Journal of Social Sciences Institute of Hitit University, 11(1), 611–626.
- Argon, T. (2016). Nepotistic behaviors of principals in primary schools according to teachers’ opinions. Kastamonu Education Journal, 24(1), 233–250.
- Aydın, İ. (2002). Administrative, professional, and organizational ethics. Pegema Publications.
- Bakaç, N., Okçu, V., & Erdem, M. (2019). Views of school administrators and teachers on managing diversity. Journal of Educational Leadership and Instruction in Anatolia, 7(2), 19–56.
- Can, N. (2018). Elements involved in school administration. In N. Can (Ed.), Educational administration in theory and practice (3rd ed., pp. 177–206). Pegem Academy.
- Cohen, J., McCabe, E. M., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, teacher education, and practice. Teachers College Record, 111, 180–213. https://doi.org/10.1177/016146810911100108
- Colquitt, J. A., & Greenberg, J. (2003). Organizational justice: A fair assessment of the state of the literature. In J. Greenberg (Ed.), Organizational behavior: The state of the science (pp. 165–210). Lawrence Erlbaum Associates.
- Cremers, D. (2004). Procedural and distributive justice effects moderated by organizational identification. Journal of Managerial Psychology, 20(1), 4–13. https://doi.org/10.1108/02683940510571603
- Creswell, J. W. (2016). Qualitative research methods (Trans. Eds: Bütün, M., & Demir, S. B.). SiyasalPublications.
- Çelik, G. (2011). Organizational discrimination in primary schools and its effects on teacher's burnout levels (Publication No. 328029) [Masters’s thesis, Sakarya University-Sakarya]. Council of Higher Education National Thesis Centre.
- Çokluk, Ö., Yılmaz, K., & Oğuz, E. (2011). A qualitative interview method: Focus group interview. Journal of Theoretical Educational Science, 4(1), 95–107.
- Erdem, M., & Meriç, E. (2013). Favoritism in school management based on the perceptions of teachers in primary schools. Educational Administration in Theory and Practice, 19(3), 467–498.
- Fritzsche, D. J. (1997). Business ethics: A global and managerial perspective. McGraw-Hill Series in Management.
- Gül, İ., & Türkmen, F. (2018). Examining school administrators' management of diversity and conflict resolution skills based on teachers' opinions. Turkish Studies, 13(4), 649–668.
- Günbayı, İ., Tokel, A., Yörük, T., & Özçetin, S. (2014). Stress stemming from relationships with administrators among secondary school teachers. Journal of Educational and Instructional Research, 3(2), 219–233.
- Günel, R. (2005). A research related to determination of the problems faced in the term of succession process of management to the next generation in family business; and solutions of these problems (Publication No. 205891) [Masters’s thesis, Çukurova University-Adana]. Council of Higher Education National Thesis Centre.
- İmrek, M. K. (2004). Being a leader. Beta Publishing.
- İnce, M., & Gül, H. (2005). A new paradigm in management: Organizational commitment. Çizgi Publishing.
- İşcan, Ö. F., & Naktiyok, A. (2004). Determinants of organizational commitment and perceptions of organizational justice among employees. Ankara University Journal of Faculty of Political Sciences, 59(1), 2–17. https://doi.org/10.1501/SBFder_0000001477
- Kalaz, M. (2016). Examination of the relationship between school principals'ethical leadership characteristics and teachers' organizational commitment according to teachers' opinions (Publication No. 422928) [Masters’s thesis, Yıldız Technical University-İstanbul]. Council of Higher Education National Thesis Centre.
- Keskinkılıç-Kara, S. B. (2016). Individual and organizational effects of political discrimination in schools. Kastamonu Education Journal, 24(3), 1371–1384.
- Konak, M., & Erdem, M. (2015). The relationship between ethical leadership behaviors and conflict management strategies of primary school administrators based on teachers' opinions. Educational Administration in Theory and Practice, 21(1), 69–91. https://doi.org/10.14527/kuey.2015.004
- Moustakas, C. (1994). Phenomenological research methods. Sage.
- Okcu, V., Adıgüzel, Z., & Gök, M. (2018). The effects of favoritism perceptions in school management on teachers' motivation: A case study in Batman. Pesa International Journal of Social Research, 4(3), 368–385.
- Özmen, M. (2017). The relationship between organizational justice perceptions and the causes of organizational silence: A study on university employees. Gümüşhane University Journal of Social Sciences Institute, 8(19), 1–17.
- Öztürk, İ. (2015). Counterproductive work behaviors: Perceived discrimination and injustice with negative emotions effect (Publication No. 396627) [Masters’s thesis, TOBB University of Economics and Technology-Ankara]. Council of Higher Education National Thesis Centre.
- Polat, G. (2012). A study on the relationship between nepotism and perceptions of organizational justice (Publication No. 313200) [Masters’s thesis, Dumlupınar University -Kütahya]. Council of Higher Education National Thesis Centre.
- Polat, S., & Hiçyılmaz, G. (2017). Discriminatory behaviors towards primary school teachers and their causes. Journal of Qualitative Research in Education, 5(2), 47–48.
- Şahin, İ. (2014). Opinions of teacher candidates on how they are trained. Kastamonu Education Journal, 22(1), 241–258.
- Tuna, M., & Türkmen, F. (2015). The impact of personality types on conflict management methods. Journal of Business Research, 7(4), 43–65.
- Yıldırım, A., & Şimşek, H. (2013). Qualitative research methods in social sciences. Seçkin Publications.
Abstract
Bu çalışmada, farklı eğitim kademelerinde görev yapan öğretmenlerin görüşlerine dayalı olarak okul müdürlerinin ayrımcı davranışlarının okullara yansımaları incelenmektedir. Çalışma grubunu Malatya ilinde görev yapan 14 öğretmen oluşturmaktadır. Nitel araştırma yöntemleri kullanılarak desenlenen çalışmada fenomenolojik yaklaşım izlenmiştir. Veriler, araştırmacı tarafından hazırlanan yarı yapılandırılmış görüşme formu ve odak grup görüşmeleri ile toplanmıştır. Veriler içerik analizi kullanılarak analiz edilmiş, öncelikle kategorilere ayrılmış ve ortaya çıkan temalara göre değerlendirilmiştir. Araştırma bulguları üç ana temayı ortaya koymuştur: okul ortamındaki ayrımcı davranışlar, öğretmenlerin bu ayrımcı davranışları nasıl algıladıkları ve bu tür davranışların önlenmesine yönelik öneriler. Bazı öğretmenlerin ayrımcı davranışlar nedeniyle dışlanma, adaletsizlik, haksız muamele, motivasyon kaybı, yalnızlık ve düşük okul bağlanması yaşadıkları bulunmuştur. Çalışmaya katılan öğretmenler, ayrımcı davranışların ortadan kaldırılması için en kritik önlemlerin okul yöneticilerine yönelik eğitim, performansa dayalı değerlendirme, kurumsal okul yapıları oluşturulması ve kapsayıcı uygulamaların hayata geçirilmesi olduğunu vurgulamışlardır. Öneriler araştırma bulgularına dayalı olarak geliştirilmiştir. Okul yöneticileri, cinsiyet, kültür, siyasi ideoloji veya diğer faktörlerden bağımsız olarak tüm öğretmenlere eşit davranma becerisini geliştirmelidir. Okul ortamlarında ayrımcılığı önlemek için net politikalar uygulanmalı ve personel üyeleri karar alma süreçlerine aktif olarak dahil edilmelidir. Okul yöneticilerinin seçimi ve eğitimi, etkili liderliği sağlamak için liyakat ve yeterliliklere öncelik vermelidir.
Keywords
References
- Akbulut, Y. (2014). Data analysis techniques. In A. Şimşek (Ed.), Research methods in social sciences (pp. 162–195). Anadolu University Publications.
- Akman, Y. (2018). Examining the relationship between school principals' competencies in managing diversity and organizational justice based on teachers' perceptions. Journal of Social Sciences Institute of Hitit University, 11(1), 611–626.
- Argon, T. (2016). Nepotistic behaviors of principals in primary schools according to teachers’ opinions. Kastamonu Education Journal, 24(1), 233–250.
- Aydın, İ. (2002). Administrative, professional, and organizational ethics. Pegema Publications.
- Bakaç, N., Okçu, V., & Erdem, M. (2019). Views of school administrators and teachers on managing diversity. Journal of Educational Leadership and Instruction in Anatolia, 7(2), 19–56.
- Can, N. (2018). Elements involved in school administration. In N. Can (Ed.), Educational administration in theory and practice (3rd ed., pp. 177–206). Pegem Academy.
- Cohen, J., McCabe, E. M., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, teacher education, and practice. Teachers College Record, 111, 180–213. https://doi.org/10.1177/016146810911100108
- Colquitt, J. A., & Greenberg, J. (2003). Organizational justice: A fair assessment of the state of the literature. In J. Greenberg (Ed.), Organizational behavior: The state of the science (pp. 165–210). Lawrence Erlbaum Associates.
- Cremers, D. (2004). Procedural and distributive justice effects moderated by organizational identification. Journal of Managerial Psychology, 20(1), 4–13. https://doi.org/10.1108/02683940510571603
- Creswell, J. W. (2016). Qualitative research methods (Trans. Eds: Bütün, M., & Demir, S. B.). SiyasalPublications.
- Çelik, G. (2011). Organizational discrimination in primary schools and its effects on teacher's burnout levels (Publication No. 328029) [Masters’s thesis, Sakarya University-Sakarya]. Council of Higher Education National Thesis Centre.
- Çokluk, Ö., Yılmaz, K., & Oğuz, E. (2011). A qualitative interview method: Focus group interview. Journal of Theoretical Educational Science, 4(1), 95–107.
- Erdem, M., & Meriç, E. (2013). Favoritism in school management based on the perceptions of teachers in primary schools. Educational Administration in Theory and Practice, 19(3), 467–498.
- Fritzsche, D. J. (1997). Business ethics: A global and managerial perspective. McGraw-Hill Series in Management.
- Gül, İ., & Türkmen, F. (2018). Examining school administrators' management of diversity and conflict resolution skills based on teachers' opinions. Turkish Studies, 13(4), 649–668.
- Günbayı, İ., Tokel, A., Yörük, T., & Özçetin, S. (2014). Stress stemming from relationships with administrators among secondary school teachers. Journal of Educational and Instructional Research, 3(2), 219–233.
- Günel, R. (2005). A research related to determination of the problems faced in the term of succession process of management to the next generation in family business; and solutions of these problems (Publication No. 205891) [Masters’s thesis, Çukurova University-Adana]. Council of Higher Education National Thesis Centre.
- İmrek, M. K. (2004). Being a leader. Beta Publishing.
- İnce, M., & Gül, H. (2005). A new paradigm in management: Organizational commitment. Çizgi Publishing.
- İşcan, Ö. F., & Naktiyok, A. (2004). Determinants of organizational commitment and perceptions of organizational justice among employees. Ankara University Journal of Faculty of Political Sciences, 59(1), 2–17. https://doi.org/10.1501/SBFder_0000001477
- Kalaz, M. (2016). Examination of the relationship between school principals'ethical leadership characteristics and teachers' organizational commitment according to teachers' opinions (Publication No. 422928) [Masters’s thesis, Yıldız Technical University-İstanbul]. Council of Higher Education National Thesis Centre.
- Keskinkılıç-Kara, S. B. (2016). Individual and organizational effects of political discrimination in schools. Kastamonu Education Journal, 24(3), 1371–1384.
- Konak, M., & Erdem, M. (2015). The relationship between ethical leadership behaviors and conflict management strategies of primary school administrators based on teachers' opinions. Educational Administration in Theory and Practice, 21(1), 69–91. https://doi.org/10.14527/kuey.2015.004
- Moustakas, C. (1994). Phenomenological research methods. Sage.
- Okcu, V., Adıgüzel, Z., & Gök, M. (2018). The effects of favoritism perceptions in school management on teachers' motivation: A case study in Batman. Pesa International Journal of Social Research, 4(3), 368–385.
- Özmen, M. (2017). The relationship between organizational justice perceptions and the causes of organizational silence: A study on university employees. Gümüşhane University Journal of Social Sciences Institute, 8(19), 1–17.
- Öztürk, İ. (2015). Counterproductive work behaviors: Perceived discrimination and injustice with negative emotions effect (Publication No. 396627) [Masters’s thesis, TOBB University of Economics and Technology-Ankara]. Council of Higher Education National Thesis Centre.
- Polat, G. (2012). A study on the relationship between nepotism and perceptions of organizational justice (Publication No. 313200) [Masters’s thesis, Dumlupınar University -Kütahya]. Council of Higher Education National Thesis Centre.
- Polat, S., & Hiçyılmaz, G. (2017). Discriminatory behaviors towards primary school teachers and their causes. Journal of Qualitative Research in Education, 5(2), 47–48.
- Şahin, İ. (2014). Opinions of teacher candidates on how they are trained. Kastamonu Education Journal, 22(1), 241–258.
- Tuna, M., & Türkmen, F. (2015). The impact of personality types on conflict management methods. Journal of Business Research, 7(4), 43–65.
- Yıldırım, A., & Şimşek, H. (2013). Qualitative research methods in social sciences. Seçkin Publications.
Details
| Primary Language | English |
|---|---|
| Subjects | Education Management |
| Journal Section | Research Articles |
| Authors | |
| Early Pub Date | April 30, 2025 |
| Publication Date | June 2, 2025 |
| Submission Date | July 8, 2024 |
| Acceptance Date | January 31, 2025 |
| Published in Issue | Year 2025 Issue: 57 |
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