Okul müdürlerinin informal öğrenme biçimlerinin belirlenmesi ve öz-yönetimli öğrenmeye hazırbulunuşlukları ile yetkinliğe dayalı iş performansı algıları arasındaki ilişkinin incelenmesi
Abstract
Bu araştırmada, okul müdürlerinin informal öğrenme biçimlerinin belirlenmesi ve öz-yönetimli öğrenmeye hazırbulunuşlukları ile yetkinliğe dayalı iş performansı algıları arasındaki ilişkinin incelenmesi amaçlanmıştır. Araştırma nicel ve nitel olmak üzere iki desen ile yürütülmüştür. Bu araştırmanın nitel boyutunda, 'Okul Müdürlerinin İnformal Öğrenme Biçimlerinin Belirlenmesi' amacı ile İstanbul ilindeki resmi ve özel okullarda görev yapan toplam 31 ortaokul müdürü ile yarı yapılandırılmış görüşmeler gerçekleştirilmiş ve nitel veri analiz yöntemlerinden biri olan içerik analizi kullanılmıştır. Nitel çalışma süreci paralelinde eş zamanlı olarak, 'Okul Müdürlerinin Yetkinliğe Dayalı İş Performans Algıları Ölçeğinin' (Çamur ve Gogus, 2023) geliştirilmesi süreci yürütülmüş olup, ölçeğin ön çalışması için OECD raporunda yer alan Pont (2013) tarafından geliştirilen Okul Müdürleri Standartları Listesinin Türkçeye çevrilmesi ve sonrasında geliştirilmek istenen ölçek maddelerinin yazılması, Türkçeye uyarlanması, geçerlik ve güvenirlik çalışması yürütülmüştür. Araştırmanın nicel boyutunda, okul müdürlerinin öz-yönetimli öğrenmeye hazırbulunuşluklarını ölçmek için, Fisher, King ve Tague (2001) tarafından geliştirilen ve Türkçe'ye uyarlama çalışması Şahin ve Erden (2009) tarafından yapılan 'Öz-yönetimli Öğrenmeye Hazırbulunuşluk Ölçeği' ile bu tez çalışması sürecinde okul müdürlerinin yetkinliğe dayalı iş performans algılarını tespit etmek amacıyla geliştirilen 'Okul Müdürleri Yetkinliğe Dayalı İş Performans Algıları Ölçeği' (Çamur ve Gogus, 2023) kullanılmıştır. Her iki ölçek için geçerlik ve güvenirlik çalışması tamamlandıktan sonra, son olarak okul müdürlerinin öz-yönetimli öğrenmeye hazırbulunuşlukları ile yetkinliğe dayalı iş performansı algıları arasındaki ilişkinin incelenmesi için yeniden gerekli veriler toplanmış ve analizler yapılmıştır. Okul müdürlerinin öz-yönetimli öğrenmeye hazırbulunuşluk düzeylerinin, yetkinliğe dayalı iş performans algılarını yordama gücünün tespit edilmesi için ise Yapısal Eşitlik Modeli uygulanmıştır. Nicel verilerin toplandığı örneklemde, İstanbul ilinde yer alan resmi ve özel okullarda görev yapan ortaokul müdürlerinden, araştırma kapsamında ölçeklerin geçerlik-güvenirlik çalışması ve Açımlayıcı Faktör Analizi (AFA) için 182 katılımcıya, ikinci aşama olan Doğrulayıcı Faktör Analizi (DFA) için önceki örneklemden farklı olarak 145 katılımcıya ait veriler analiz edilmiştir. Ana verilerin analizi için ise üçüncü farklı katılımcı grubundan toplam 384 ortaokul müdürüne ait veriler analiz edilmiştir. AFA ve güvenilirlik testleri için SPSS 28™ programı, DFA ve Yapısal Eşitlik Modeli için LISREL 8™ programı kullanılmıştır. Yapılan analizler sonucu, 'okul müdürlerinin öz-yönetimli öğrenmeye hazırbulunuşluk düzeyleri ile yetkinliğe dayalı iş performans algıları' arasında pozitif yönlü yüksek düzeyde bir ilişkinin olduğu tespit edilmiştir. Elde edilen bu bulgu, okul müdürlerinin kendi öğrenme sorumluluklarını üstlendikçe, birtakım bilgi, beceri ve tutumlar elde ederek yetkinlik kazandıklarını bu yetkinliklerin ise onların performansını artırdığını ortaya koymaktadır. Çalışmada diğer önemli bir husus, performansı önemli bir ölçüde etkileyen informal öğrenme ve öğrenmede öz yönetim becerisi; nasıl, hangi yollarla ve hangi kaynaklardan kazanılmaktadır sorularına cevap bulmak ve öğrenme sorumluluklarını üstlenen okul müdürlerinin; nasıl, hangi kaynaklardan öğrendiklerini, hangi stratejileri kullandıklarını ortaya koyarak, informal ve öz-yönetimli öğrenme konusunda kılavuz niteliğinde bir çalışma sunmaktır. Araştırma sonucunda, nitel çalışma kapsamında resmi ve özel ortaokullarda görev yapan okul müdürlerinin görüş ve düşüncelerinden, informal öğrenme biçimlerinden öz-yönetimli öğrenmeye; özellikle kendi öğrenme ihtiyaçlarını belirleyerek, öğrenme için gerekli kaynağı ve yöntemi seçerek başvurdukları, bunun yanı sıra zaman zaman bazı öğrenmelerin de tesadüfen veya sosyal etkileşimler yoluyla gerçekleştiği tespit edilmiştir. Okul müdürlerinin informal öğrenmede başvurdukları informal öğrenme stratejileri ise 'meslektaşlara ve üstlere danışma, deneyerek-yaşayarak öğrenme, geçmiş deneyimler, alan ile ilgili literatür, kaynak taraması yapma, araştırarak, okuyarak öğrenme ve gözlem yapma' şeklindedir. İnformal öğrenme kaynakları ise 'meslektaş ve üstlerin tecrübe ve bilgileri, dijital kaynaklar, sosyal medya, mevzuat ve diğer yazılı kaynaklardan öğrenme' şeklindedir. Son olarak okul müdürlerinin görüş, düşünce ve deneyimlerinden yola çıkarak, informal öğrenmeye yönlendiren nedenler, 'yaşanan değişim ve dönüşüme uyum sağlama ihtiyacı, mesleki ve kişisel gelişim ihtiyacı, resmi eğitimlerin yetersiz oluşu, maddi kaynak ve fiziksel koşulların yetersizliği, veli, öğrenci ve diğer paydaşlarla yaşanan sorunlar sürecindeki ihtiyaç duyulan bilgi ve sorun çözme becerilerinin geliştirilmesi' şeklindedir. Araştırmanın nicel boyutu doğrultusunda, okul müdürlerinin öz-yönetimli öğrenmeye hazırbulunuşlukları ile yetkinliğe dayalı iş performans algıları arasındaki ilişki incelenmiştir. Her iki ölçek için yapılan analizlerde, kesme puanları ve ortalamalara göre belirlenen üç grup düzey olan, olumsuz, orta düzey ve olumlu düzeylerine göre incelendiğinde, okul müdürlerinin öz-yönetimli öğrenmeye hazırbulunuşluk düzeyinin hem ölçeğin tamamı için hem üç alt boyut için orta düzey olduğu, yetkinliğe dayalı iş performansı algılarının ölçeğin tamamı için orta düzey ancak olumluya da yakın, tüm altı alt boyutta ise olumlu bir algı içinde oldukları söylenebilir. Alt boyutlar açısından bakıldığında öz-yönetimli öğrenmeye hazırbulunuşluk ölçeğinin üç alt boyutundan en yüksek ortalamaya sahip boyutun 'Öz Yönetim', daha sonra 'Öz Kontrol' boyutu, en düşük ortalamaya sahip boyutun ise 'Öğrenme İstekliliği' olduğu görülmektedir. Okul müdürlerinin yetkinliğe dayalı iş performansı algıları ölçeğinin altı alt boyutu açısından ise 'İletişim ve Değerler' boyutunun en yüksek ortalamaya sahip olup, sonra ortalamalara göre sırasıyla 'Örgütsel Koşulları Oluşturma, Okulu ve Personeli Geliştirme', 'İzleme ve Rehberlik Etme', 'Pedagojik Yönetim', 'Okul İçinde Uyum Yaratma ve Mesleki Gelişim' boyutları olup ve en düşük ortalamaya sahip alt boyut ise 'Finansal Kaynakların Sağlanması ve Yönetimi' boyutudur. Demografik bilgilere göre yapılanan incelemelerde, yaş, öğrenim durumu, hizmet yılı, müdür olmadan önceki hizmet yılı değişkenlerine göre, öz-yönetimli öğrenmeye hazırbulunuşluk düzeyleri ve yetkinliğe dayalı iş performans algıları arasında anlamlı bir farklılığın olmadığı ama cinsiyet, okul türü, okuldaki öğrenci sayısı, okuldaki öğretmen sayısı değişkenlerine göre anlamlı bir fark olduğu tespit edilmiştir. Cinsiyetlerine göre; kadınların öz-yönetimli öğrenmeye hazırbulunuşluk düzeylerinin ve yetkinliğe dayalı iş performans algılarının erkeklerden daha yüksek olduğu, iki ölçeğin tüm alt boyutlarında kadın okul müdürleri erkekler okul müdürlerinden daha yüksek puan almakla birlikte sadece yetkinliğe dayalı iş performans algıları alt boyutlarından finansal kaynakların sağlanması ve yönetimi boyutunda düşük puan aldıkları tespit edilmiştir. Okul müdürlerinin çalıştıkları okul türüne göre, özel okullarda çalışan okul müdürlerinin öz-yönetimli öğrenmeye hazırbulunuşluk düzeyleri ve yetkinliğe dayalı iş performans algıları, resmi okullarda görev yapanlara göre daha yüksektir. Son olarak okuldaki öğrenci ve öğretmen sayısı açısından, okul müdürlerin öz-yönetimli öğrenmeye hazırbulunuşluk düzeylerinin ve yetkinliğe dayalı iş performans algılarının okuldaki öğrenci ve öğretmen sayısına göre düşük düzeyde anlamlı şekilde farklılaştığı tespit edilmiştir. Sonuç olarak elde edilen bu bulguların eğitim örgütlerinde informal ve öz-yönetimli öğrenme konusunda bir farkındalık yaratacağı düşünülmektedir. Ayrıca çalışmadan elde edilen bulgulara göre okul müdürleri informal yollardan sürekli bir öğrenme süreci içerisinde kendi öğrenmelerini üstlenerek, kendilerini geliştirebilir ve mesleki yaşamlarında daha yeterli ve verimli olabilirler. Bunun yanı sıra okul müdürlerinin öğretmenlere rol model olması ve destek vermesi öğrenen bir organizasyon oluşturmada ayrıca önemli bir husustur. Bu konuda okul liderlerine informal öğrenme fırsatları sağlama, diğer müdürlerden öğrenme, koçluk ve mentorluk yapma, risk alma ve hatalardan ders alma, bilgi paylaşımının önemini vurgulama, işbirliği ve destek sağlama gibi öneriler sunulabilir. Yapılacak diğer bir öneri ise kendi öğrenme süreçlerini üstlenecek olan tüm öğrenen bireyler içindir. Bu konuda asıl görev kendilerine düşmektedir çünkü öz-yönetimli öğrenmede 'Öz Yönetim' 'Öz Kontrol' ve 'Öğrenme İstekliliği' boyutlarına bakıldığında, tüm süreçlerin üzerinde bireyin kendi kontrolü söz konusudur. Özetle öğrenenler kendi öğrenme süreçlerini üstlenmeli, bu öğrenmeyi etkileyebilecek iç ve dış etkileri kontrol altına almalı ve öğrenme konusunda kendi kendini motive etmelidir. Son olarak yabancı literatürde örgüt ve iş gören performansı üzerindeki önemli etkisi nedeniyle birçok teorik ve pratik büyük araştırmaya konu olan informal ve öz-yönetimli öğrenmenin aynı zamanda yurtiçi alanyazında araştırılması farkındalık yaratmakla birlikte nasıl, hangi yollarla, hangi stratejilerle öğrenme gerçekleştiğini ortaya koyması açısından önemlidir. Bu nedenle bu konuda araştırmacılara özellikle eğitim örgütlerinde informal ve öz-yönetimli öğrenme ile performans arasındaki ilişkiyi ortaya koyacak farklı çalışmaların yapılması önerilmektedir. Ayrıca, bu tez çalışmasında geliştirilen okul müdürlerinin yetkinliğe dayalı iş performans algılarını ölçeği, öğretmen algıları ile okul müdürlerinin yetkinliğe dayalı iş performanslarının incelenmesi ve farklı değişkenlerin ortak etkisini inceleyecek yeni çalışmaların yapılmasına olanak sağlamaktadır. Anahtar kelimeler: Okul müdürleri informal ve öz-yönetimli öğrenme, okul müdürlerinin öz-yönetimli öğrenmeye hazırbulunuşluk düzeyleri, okul müdürleri yetkinliğe dayalı iş performansları.
In this study, it was aimed to determine the informal learning styles of school principals and to examine the relationship between their readiness for self-directed learning and their perceptions of competency-based job performance. The research was carried out with two designs, quantitative and qualitative. In the qualitative aspect of this research, semi-structured interviews were conducted with a total of 31 secondary school principals working in public and private schools in Istanbul with the aim of 'Determining the Informal Learning Styles of School Principals' and content analysis, one of the qualitative data analysis methods, was used. In parallel with the qualitative study process, the development process of the 'School Principals' Competence-Based Job Performance Perceptions Scale' (Çamur & Gogus, 2023) was carried out, and for the preliminary study of the scale, the List of Standards for School Principals developed by Pont (2013) in the OECD report was translated into Turkish and the scale items to be developed were written afterwards, Turkish adaptation, validity and reliability studies were carried out. In the quantitative aspect of the research, in order to measure school principals' readiness for self-directed learning, the 'Self-directed Learning Readiness Scale' developed by Fisher, King and Tague (2001) and adapted into Turkish by Şahin and Erden (2009) was used in this thesis study. The 'School Principals Competency-Based Job Performance Perceptions Scale' (Çamur & Gogus, 2023), developed to determine the competency-based job performance perceptions of school principals, was used. After the validity and reliability studies for both scales were completed, the necessary data were collected and analyzed again to examine the relationship between school principals' readiness for self-directed learning and their perceptions of competency-based job performance. The Structural Equation Model was applied to determine the school principals' readiness for self-directed learning and their predictive power of their competency-based job performance. In the sample where quantitative data were collected from the secondary school principals working in public and private schools in the province of Istanbul, data from 182 participants for the validity-reliability study of the scales and Exploratory Factor Analysis (EFA), and 145 participants for the second stage, Confirmatory Factor Analysis (CFA), were analyzed. For the analysis of the main data, the data of 384 secondary school principals from the third different participant group were analyzed. SPSS 28™ program was used for EFA and reliability tests, LISREL 8™ program was used for DFA and Structural Equation Model. As a result of the analysis, it was determined that there is a high level of positive relationship between 'school principals' readiness for self-directed learning and their perceptions of competency-based job performance'. This finding reveals that as school principals take on their own learning responsibilities, they gain competence by acquiring certain knowledge, skills and attitudes, and these competencies increase their performance. Another important issue in the study is informal learning, which significantly affects performance, and self-management in learning; to answer the questions of how, by what means and from which sources, and the school principals who undertake the responsibilities of learning; to present a guideline study on informal and self-directed learning by revealing how, from which sources they learned and what strategies they used. As a result of the research, the opinions and thoughts of school principals working in public and private secondary schools within the scope of qualitative study, from informal learning styles to 'self-directed learning'; It has been determined that they apply especially by determining their own learning needs, choosing the necessary source and method for learning, and sometimes some learning takes place 'by chance or through social interactions'. Informal learning strategies that school principals use in informal learning are 'consulting colleagues and superiors, learning by experience and experience, past experiences, literature related to the field, literature review, learning by researching, reading and observing'. Informal learning resources are 'learning from the experience and knowledge of colleagues and superiors, digital resources, social media, legislation and other written sources'. Finally, based on the opinions, thoughts and experiences of school principals, the reasons leading to informal learning are 'the need to adapt to the change and transformation, the need for professional and personal development, inadequacy of formal education, inadequacy of financial resources and physical conditions, the need for development of knowledge and problem-solving skills needed in the process of problems with parents, students and other stakeholders.'. In line with the quantitative dimension of the research, the relationship between school principals' readiness for self-directed learning and their competence-based job performance perceptions was examined. In the analyzes made for both scales, when examined according to the negative, moderate and positive levels, which are three groups determined according to the cut-off points and averages, the school principals' self-directed learning readiness level is moderate for both the whole scale and the three sub-dimensions. It can be said that school principals' competence-based job performance perceptions are moderate but at or close to positive for the whole scale, and positive for all six sub-dimensions. In terms of sub-dimensions, it is seen that the dimension with the highest average of the three sub-dimensions of the self-directed learning readiness scale is 'Self-Management', then the 'Self-Control' dimension, and the dimension with the lowest average is 'Willingness to Learn'. In terms of the six sub-dimensions of the scale of school principals' competence-based job performance perceptions, 'Communication and Values' dimension has the highest average, followed by the dimensions of 'Creating Organizational Conditions, Developing School and Staff', 'Monitoring and Guiding', 'Pedagogical Management', 'Creating Harmony in the School and Professional Development', and having the lowest average sub-dimension is the 'Provision and Management of Financial Resources'. According to demographic information, it was determined that there was no significant difference between self-directed learning readiness levels and competency-based job performance perceptions according to the variables of age, education status, years of service, and years of service before becoming a principal, but there was a significant difference according to the variables of gender, school type, number of students in the school, and the number of teachers in the school. According to gender, it has been determined that women's self-directed learning readiness levels and competency-based job performance perceptions are higher than men's, while female school principals score higher than male school principals in all sub-dimensions of the two scales, women participants only get lower scores in the sub-dimensions of competence-based job performance perceptions in the provision and management of financial resources. According to the type of school the school principals work in, school principals working in private schools have higher self-directed learning readiness levels and competency-based job performance perceptions than those working in public schools. Finally, in terms of the number of students and teachers in the school, it was determined that the school principals' readiness for self-directed learning and their perceptions of competency-based job performance differed significantly less than the number of students and teachers in the school. As a result, it is thought that these findings will create an awareness about informal and self-directed learning in educational organizations. In addition, according to the findings obtained from the study, school principals can develop themselves and be more efficient and productive in their professional lives by undertaking their own learning in a continuous learning process through informal ways. In addition, school principals' role models and support for teachers is also an important issue in creating a learning organization. In this regard, suggestions such as providing informal learning opportunities to school leaders, learning from other principals, coaching and mentoring, taking risks and learning from mistakes, emphasizing the importance of sharing information, providing cooperation and support can be offered. Another suggestion to be made is for all learning individuals who will undertake their own learning processes. In this regard, the main task falls to them, because in self-directed learning, when the dimensions of 'Self-Management', 'Self-Control' and 'Willingness to Learn' are considered, the individual has his own control over all processes. In summary, learners should undertake their own learning processes, control internal and external influences that may affect this learning and motivate themselves in learning. Finally, the research of informal and self-directed learning in the domestic literature, which is the subject of many theoretical and practical studies due to its significant impact on the organization and employee performance in the foreign literature, is important in terms of revealing how, in which ways and with which strategies learning takes place, as well as creating awareness. For this reason, it is recommended that researchers conduct different studies that will reveal the relationship between informal and self-directed learning and performance, especially in educational organizations. In addition, the 'School Principals' Competence-Based Job Performance Perceptions Scale' developed in this thesis study enables also the examination of teacher perceptions about School Principals' Competence-Based Job Performance, and new studies can examine the joint effect of different variables. Keywords: School principals informal and self-directed learning, school principals' readiness for self-directed learning, school principals' competency-based job performances.
In this study, it was aimed to determine the informal learning styles of school principals and to examine the relationship between their readiness for self-directed learning and their perceptions of competency-based job performance. The research was carried out with two designs, quantitative and qualitative. In the qualitative aspect of this research, semi-structured interviews were conducted with a total of 31 secondary school principals working in public and private schools in Istanbul with the aim of 'Determining the Informal Learning Styles of School Principals' and content analysis, one of the qualitative data analysis methods, was used. In parallel with the qualitative study process, the development process of the 'School Principals' Competence-Based Job Performance Perceptions Scale' (Çamur & Gogus, 2023) was carried out, and for the preliminary study of the scale, the List of Standards for School Principals developed by Pont (2013) in the OECD report was translated into Turkish and the scale items to be developed were written afterwards, Turkish adaptation, validity and reliability studies were carried out. In the quantitative aspect of the research, in order to measure school principals' readiness for self-directed learning, the 'Self-directed Learning Readiness Scale' developed by Fisher, King and Tague (2001) and adapted into Turkish by Şahin and Erden (2009) was used in this thesis study. The 'School Principals Competency-Based Job Performance Perceptions Scale' (Çamur & Gogus, 2023), developed to determine the competency-based job performance perceptions of school principals, was used. After the validity and reliability studies for both scales were completed, the necessary data were collected and analyzed again to examine the relationship between school principals' readiness for self-directed learning and their perceptions of competency-based job performance. The Structural Equation Model was applied to determine the school principals' readiness for self-directed learning and their predictive power of their competency-based job performance. In the sample where quantitative data were collected from the secondary school principals working in public and private schools in the province of Istanbul, data from 182 participants for the validity-reliability study of the scales and Exploratory Factor Analysis (EFA), and 145 participants for the second stage, Confirmatory Factor Analysis (CFA), were analyzed. For the analysis of the main data, the data of 384 secondary school principals from the third different participant group were analyzed. SPSS 28™ program was used for EFA and reliability tests, LISREL 8™ program was used for DFA and Structural Equation Model. As a result of the analysis, it was determined that there is a high level of positive relationship between 'school principals' readiness for self-directed learning and their perceptions of competency-based job performance'. This finding reveals that as school principals take on their own learning responsibilities, they gain competence by acquiring certain knowledge, skills and attitudes, and these competencies increase their performance. Another important issue in the study is informal learning, which significantly affects performance, and self-management in learning; to answer the questions of how, by what means and from which sources, and the school principals who undertake the responsibilities of learning; to present a guideline study on informal and self-directed learning by revealing how, from which sources they learned and what strategies they used. As a result of the research, the opinions and thoughts of school principals working in public and private secondary schools within the scope of qualitative study, from informal learning styles to 'self-directed learning'; It has been determined that they apply especially by determining their own learning needs, choosing the necessary source and method for learning, and sometimes some learning takes place 'by chance or through social interactions'. Informal learning strategies that school principals use in informal learning are 'consulting colleagues and superiors, learning by experience and experience, past experiences, literature related to the field, literature review, learning by researching, reading and observing'. Informal learning resources are 'learning from the experience and knowledge of colleagues and superiors, digital resources, social media, legislation and other written sources'. Finally, based on the opinions, thoughts and experiences of school principals, the reasons leading to informal learning are 'the need to adapt to the change and transformation, the need for professional and personal development, inadequacy of formal education, inadequacy of financial resources and physical conditions, the need for development of knowledge and problem-solving skills needed in the process of problems with parents, students and other stakeholders.'. In line with the quantitative dimension of the research, the relationship between school principals' readiness for self-directed learning and their competence-based job performance perceptions was examined. In the analyzes made for both scales, when examined according to the negative, moderate and positive levels, which are three groups determined according to the cut-off points and averages, the school principals' self-directed learning readiness level is moderate for both the whole scale and the three sub-dimensions. It can be said that school principals' competence-based job performance perceptions are moderate but at or close to positive for the whole scale, and positive for all six sub-dimensions. In terms of sub-dimensions, it is seen that the dimension with the highest average of the three sub-dimensions of the self-directed learning readiness scale is 'Self-Management', then the 'Self-Control' dimension, and the dimension with the lowest average is 'Willingness to Learn'. In terms of the six sub-dimensions of the scale of school principals' competence-based job performance perceptions, 'Communication and Values' dimension has the highest average, followed by the dimensions of 'Creating Organizational Conditions, Developing School and Staff', 'Monitoring and Guiding', 'Pedagogical Management', 'Creating Harmony in the School and Professional Development', and having the lowest average sub-dimension is the 'Provision and Management of Financial Resources'. According to demographic information, it was determined that there was no significant difference between self-directed learning readiness levels and competency-based job performance perceptions according to the variables of age, education status, years of service, and years of service before becoming a principal, but there was a significant difference according to the variables of gender, school type, number of students in the school, and the number of teachers in the school. According to gender, it has been determined that women's self-directed learning readiness levels and competency-based job performance perceptions are higher than men's, while female school principals score higher than male school principals in all sub-dimensions of the two scales, women participants only get lower scores in the sub-dimensions of competence-based job performance perceptions in the provision and management of financial resources. According to the type of school the school principals work in, school principals working in private schools have higher self-directed learning readiness levels and competency-based job performance perceptions than those working in public schools. Finally, in terms of the number of students and teachers in the school, it was determined that the school principals' readiness for self-directed learning and their perceptions of competency-based job performance differed significantly less than the number of students and teachers in the school. As a result, it is thought that these findings will create an awareness about informal and self-directed learning in educational organizations. In addition, according to the findings obtained from the study, school principals can develop themselves and be more efficient and productive in their professional lives by undertaking their own learning in a continuous learning process through informal ways. In addition, school principals' role models and support for teachers is also an important issue in creating a learning organization. In this regard, suggestions such as providing informal learning opportunities to school leaders, learning from other principals, coaching and mentoring, taking risks and learning from mistakes, emphasizing the importance of sharing information, providing cooperation and support can be offered. Another suggestion to be made is for all learning individuals who will undertake their own learning processes. In this regard, the main task falls to them, because in self-directed learning, when the dimensions of 'Self-Management', 'Self-Control' and 'Willingness to Learn' are considered, the individual has his own control over all processes. In summary, learners should undertake their own learning processes, control internal and external influences that may affect this learning and motivate themselves in learning. Finally, the research of informal and self-directed learning in the domestic literature, which is the subject of many theoretical and practical studies due to its significant impact on the organization and employee performance in the foreign literature, is important in terms of revealing how, in which ways and with which strategies learning takes place, as well as creating awareness. For this reason, it is recommended that researchers conduct different studies that will reveal the relationship between informal and self-directed learning and performance, especially in educational organizations. In addition, the 'School Principals' Competence-Based Job Performance Perceptions Scale' developed in this thesis study enables also the examination of teacher perceptions about School Principals' Competence-Based Job Performance, and new studies can examine the joint effect of different variables. Keywords: School principals informal and self-directed learning, school principals' readiness for self-directed learning, school principals' competency-based job performances.
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Eğitim ve Öğretim, Education and Training