The Perspective of Policy Practitioners in Education: Temporality of Change

Murat Aydın; Serafettin Gedik

Article Details

The Perspective of Policy Practitioners in Education: Temporality of Change

Authors:

Murat Aydın | Serafettin Gedik

Publisher:

Manisa Celal Bayar University

Main Topics:

Eğitim Psikolojisi

Journal:

Manisa Celal Bayar Üniversitesi Eğitim Fakültesi Dergisi Vol.12 Issue 2, pp.219-237

Document Type:

Article

Publication Date:

12/2024

Document Language:

Turkish

Document ID (Org No.):

2001335134

pISSN:

1309-8918

Keywords:

Abstract:

 Educational policy is a globally complex and challenging phenomenon. Often seen as a critical tool for addressing systemic issues in education, policy formulation garners significant attention. Although the implementation of these policies is equally crucial, it is frequently overlooked by educational policy makers, resulting in a gap between policy intent and actual outcomes in educational settings. At this point, the current study seeks to underscore the importance of the implementation phase and contribute to the discourse on how educational policies are put into practice. Following the principles of basic qualitative research design, the current study focuses on the insights of school administrators, who play pivotal roles in the implementation of educational policies. The data obtained through semi-structured interviews with nine school administrators and a strategy unit expert were analyzed in following basic qualitative research principles. The findings of the study indicate a general resistance among school administrators to frequent policy shifts, suggesting that refining existing policies may prove more effective than introducing new ones. The study further recommends an active involvement of the implementers such as school administrators and teachers during policy development processes to ensure that the policies are practical, feasible, and well-founded. Eventually, these findings aim to help developing strategies that enhance the effectiveness of policy implementation in educational settings.

 Educational policy is a globally complex and challenging phenomenon. Often seen as a critical tool for addressing systemic issues in education, policy formulation garners significant attention. Although the implementation of these policies is equally crucial, it is frequently overlooked by educational policy makers, resulting in a gap between policy intent and actual outcomes in educational settings. At this point, the current study seeks to underscore the importance of the implementation phase and contribute to the discourse on how educational policies are put into practice. Following the principles of basic qualitative research design, the current study focuses on the insights of school administrators, who play pivotal roles in the implementation of educational policies. The data obtained through semi-structured interviews with nine school administrators and a strategy unit expert were analyzed in following basic qualitative research principles. The findings of the study indicate a general resistance among school administrators to frequent policy shifts, suggesting that refining existing policies may prove more effective than introducing new ones. The study further recommends an active involvement of the implementers such as school administrators and teachers during policy development processes to ensure that the policies are practical, feasible, and well-founded. Eventually, these findings aim to help developing strategies that enhance the effectiveness of policy implementation in educational settings.

 Educational policy is a globally complex and challenging phenomenon. Often seen as a critical tool for addressing systemic issues in education, policy formulation garners significant attention. Although the implementation of these policies is equally crucial, it is frequently overlooked by educational policy makers, resulting in a gap between policy intent and actual outcomes in educational settings. At this point, the current study seeks to underscore the importance of the implementation phase and contribute to the discourse on how educational policies are put into practice. Following the principles of basic qualitative research design, the current study focuses on the insights of school administrators, who play pivotal roles in the implementation of educational policies. The data obtained through semi-structured interviews with nine school administrators and a strategy unit expert were analyzed in following basic qualitative research principles. The findings of the study indicate a general resistance among school administrators to frequent policy shifts, suggesting that refining existing policies may prove more effective than introducing new ones. The study further recommends an active involvement of the implementers such as school administrators and teachers during policy development processes to ensure that the policies are practical, feasible, and well-founded. Eventually, these findings aim to help developing strategies that enhance the effectiveness of policy implementation in educational settings.

 Eğitim sistemindeki sorunların çözümünde en sık başvurulan enstrümanlardan biri olan eğitim politikaları global olarak oldukça kompleks ve sorunsal bir fenomendir. Bu konuda özellikle politikanın yapılması süreci ilgileri üzerine toplarken, politikaların uygulanması adımı hak ettiği ilgiyi görememiştir. Bu noktada mevcut araştırmanın amacı, eğitim politikalarının uygulanma aşamasının anlaşılmasına katkı sağlayarak gelecek politikaların daha etkili şekillerde uygulanmasına ışık tutmaktır. Bu amaçtan hareketle, temel nitel araştırma prensiplerine göre tasarlanan araştırmamız, eğitim politikalarının uygulanmasında ana aktörler olan okul yöneticilerinin deneyimlerine odaklanmaktadır. Dokuz okul yöneticisi ve bir strateji birimi uzmanı ile gerçekleştirilen yarı yapılandırılmış görüşmeler ile elde edilen veriler temel nitel araştırma prensiplerine uygun olarak analiz edilmiştir. Araştırmamızın sonucunda, yöneticilerin eğitim politikalarının çok sık değişikliğe uğradığını düşündüğü ve buna bağlı olarak yeni politikaların uygulanması noktasında güvensizlik yaşadıkları tespit edilmiştir. Yöneticiler sık politika değişikliği yerine var olan politikaların düzenlenmesini ve politikaların uygulanabilmesi için gerekli alt yapıların oluşturulmasını tavsiye etmektedir. Ayrıca, yöneticiler politika kararlarının alınmasında uygulayıcılara danışılmasını da politikaların eğitimciler tarafından sahiplenilmesi açısından faydalı görmektedirler. Bu çalışmanın bulguları, eğitimciler tarafından yeni politikaların benimsenmesine ve aktif şekilde uygulanmasına katkı sağlayacaktır.

Article Details

The Perspective of Policy Practitioners in Education: Temporality of Change

Authors:

Murat Aydın | Serafettin Gedik

Publisher:

Manisa Celal Bayar University

Main Topics:

Eğitim Psikolojisi

Journal:

Manisa Celal Bayar Üniversitesi Eğitim Fakültesi Dergisi Vol.12 Issue 2, pp.219-237

Document Type:

Article

Publication Date:

12/2024

Document Language:

Turkish

Document ID (Org No.):

2001335134

pISSN:

1309-8918

Educational policy implementation

Educational policy making

School administrators

School administration

Educational policyEğitimde politika uygulama

Eğitimde politika yapımı

Okul yöneticileri

Okul yönetimi

Eğitim politikası

Issues

Article Details

Authors: Murat Aydın | Serafettin Gedik

Publisher: Manisa Celal Bayar University

Main Topics: Eğitim Psikolojisi

Journal: Manisa Celal Bayar Üniversitesi Eğitim Fakültesi Dergisi Vol.12 Issue 2, pp.219-237

Document Type: Article

Publication Date: 12/2024

Document Language: Turkish

Document ID (Org No.): 2001335134

pISSN: 1309-8918

Issues

Authors:

Murat Aydın | Serafettin Gedik

Publisher:

Manisa Celal Bayar University

Main Topics:

Eğitim Psikolojisi

Journal:

Manisa Celal Bayar Üniversitesi Eğitim Fakültesi Dergisi Vol.12 Issue 2, pp.219-237

Document Type:

Article

Publication Date:

12/2024

Document Language:

Turkish

Document ID (Org No.):

2001335134

pISSN:

1309-8918