English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

The present research aimed to reveal principals’ opinions about professional maturity levels of teachers within the scope of maturity theory of Argyris.The research was carried out with survey model. It was conducted with qualitative research design which aims to examine the meanings inflicted from individuals’ experiences and to demonstrate the concepts in their natural environment in a realistic and holistic way. The study group of the research was determined using criterion sampling and maximum variety sampling methods. The study group consists of 12 principals who have at least 5 years of professional experience and who work in primary, secondary and high schools in Duzce province in 2016-2017 academic year. The fact that principals were chosen among the ones who have at least 5 years of experience results from the idea that their awareness of teacher maturity would be higher. Primary, secondary and high school principals were consulted in order to provide maximum variation. Semi-structured interview form was developed based on the maturity theory of Argyris. Principals mainly stated that teachers are passive both in educational and managerial processes in school and in their professional processes. They remarked that teachers cannot operate the work independently and that they demonstrate indifference to the job. They also observed that teachers behave restrictedly, have short term perceptions and do not have the inclination to make progress in their career. Therefore, principals are of the opinion that teachers have not been professionally mature in terms of seven variables of Argyris’s maturity theory. It can be concluded that teachers have not achieved professional maturity in teaching. Extended English abstract is in the end of  PDF (TURKISH)  file . Ozet Bu calismada, Chris Agyris’in “Olgunluk Kurami” kapsaminda, ogretmenlerin mesleki olgunluklarina iliskin okul yoneticilerinin goruslerini ortaya koymak amaclanmistir. Tarama modelinde olan arastirma, kisilerin sahip olduklari deneyimlerden dogan anlamlarin sistematik olarak incelenebilmesi ve algilarin, olaylarin dogal ortamda gercekci, butuncul bir bicimde ortaya konulmasini amacladigi icin nitel arastirma deseni ile yurutulmustur. Arastirmada veriler betimsel analiz teknigiyle cozumlenmistir. Arastirmanin calisma gurubunu 2016-2017 egitim-ogretim yilinda Duzce ili ilkokul, ortaokul ve liselerde gorev yapan ve en az bes yillik gorev suresi olan 12 okul muduru olusturmaktadir. Arastirmanin calisma grubunun belirlenmesinde amacli ornekleme yontemlerinden olcut ornekleme ve maksimum cesitlilik ornekleme yontemi kullanilmistir. Arastirmada okul yoneticileri ogretmenlerin mesleki olgunlasmalarinin gostergeleri olan okuldaki egitim ogretim ve yonetim surecleri ile mesleki is ve islemlere karsi pasif olduklari, bagimsiz yurutemedikleri, ilgisiz olduklari, duyarsizlik gosterdikleri, sinirli davrandiklari, kisa donemli bakis acisina sahip olduklari ve meslekte yukselme egilimi tasimadiklari yonunde gorus belirtmislerdir. Arastirmada ogretmenlerin yonetici goruslerine gore gerekli olgunluga sahip olmadiklari sonucuna varilabilir.

journal of human sciences

Professional maturity of teachers within the scope of maturity theory of Chris Argyris&lt;p&gt;Chris Agyris’in olgunluk kuramı kapsamında öğretmenlerin mesleki olgunluğu