The Evaluation of Values That School Administrators and Teachers Have in Terms of Demographic Characteristics

Bu araştırmanın amacı, okul yöneticilerinin ve öğretmenlerin sahip oldukları değerlerin farklı değişkenler açısından incelemektir. Bu araştırma genel tarama modelinin bir alt türü olan ilişkisel tarama modelidir. Araştırmada veri toplama aracı olarak, Schwartz Değerler ölçeği ve araştırmacılar tarafından geliştirilen kişisel bilgi formu kullanılmıştır. Araştırmada, analiz teknik leri bağlamında, bağımsız grup t testi ve tek yönlü varyans analizi (ANOVA) kullanılmıştır. Araştırmadan elde edilen bulgulara göre, cinsiyet açısından değerler ölçeğinin geleneksellik ve uyum alt boyutlarında bir farklılaşma vardır. Öğrenim durumunda ise, değerler ölçeğinin güç, uyarılma ve güvenlik alt boyutlarında farklılaşmanın olduğu görülmektedir. Kıdem değişkeninde ise, değerler ölçeğinin uyarılma ve öz yönetim alt boyutlarında bir farklılaşma söz konusudur. Yapılan görev bağlamında ise, hazcılık alt boyutunda bir farklılık söz konusudur. Branş değişkeninde ise, değerler ölçeğinin güç, başarı, hazcılık, uyarılma, özyönetim, evrensellik, yardımseverlik, geleneksellik ve güvenlik alt boyutlarında bir farklılaşma söz konusu iken, sadece uyum alt boyutunda branşa göre anlamlı bir farklılık bulunmamıştır.Positivist paradigm effect has been seen in the field of management education. Culture and values have been ignored in organizations. However, since the beginning of the twentieth century with the increase of the criticisms against posi tivist paradigm changes began (Yılmaz, 2007). Examining management theories, while ideas which are related to increasing efficiency dominated before, the thoughts which highlighted people has emerged after. Human and human relations have gained importance with Hawthorne experiments in the organization. Organizations have a culture that holds people together and affect the life of the organization. Culture is the whole of shared values, symbols, ideologies, beliefs and experience (Akbaba-Altun, 2001; Şişman, 1994). Every society has its own culture as well as organizations are located in the society. Organizational culture consists of feelings, norms, interactions, events, expectations, assumptions, beliefs, attitudes and values that shared organization members (Çelik, 2012). According to Şişman (2007) organizational culture become a current issue as a criticism of the traditional organization and management theory. Some researchers started to define organizational culture as a new theory and new paradigm towards analyzing organization beyond a concept, a variable and a subsystem in identifying and explaining the organization. A fundamental value which is believed and shared by all individuals in organization is an important element of organizational culture (Akıncı Vural, 2003). A value which is part of the organizational culture creates the values of the organization and its members. Individuals live with their own and society’s values and these values can be replaced. In accordance with Turan and Aktan (2008) school is a living and learning domain is built on values. As in other areas, values are an important part in the field of educational management. Values are used to describe cultural groups, communities and individuals to monitor changes in time and to explain the motivational basis of attitudes and behaviors. When we consider the values, we think that what is important to us in life (Schwartz, 2012). Value is defined as “intangible measure in determining the importance of something, equivalent, preciousness” (Turkish Language Association, 2013). In another definition, Başaran (2008) defined value as a belief that determines the importance of an existence or a phenomenon for people. Schwartz (1994) also defines values as purposes that provide guiding principles in the life of a person or social creatures and in which the importance can change between desired conditions. With regard to Rokeach (1973) the concept of value can make whole different interests of all the sciences concerned with human behavior (cited by Schwartz, 2006). Values are sorted based on five basic features: (1) concepts or beliefs (2) the desired final condition or relations to behaviors (3) going beyond specific situations (4) selection and guiding evaluation of behavior and events and (5) the relative importance (Schwartz, 1992). Values may be seen in more powerful tools by administrators in shaping the big picture, the development of an integrative vision and purpose and leadership that they provide to the organization. In addition, the worthiness of value increases when administrators become experienced, they become more specialist and they take a position that increase responsibility (Law, Walker & Dimmock, 2003 cited by Leithwood & Steinbach). Administrators’ values should be ac cordant with the organizations’ values in which they are in. Administrators play an important role in creation and adoption. At the same time vocational interests are associated with values which are owned by individuals. Sagiv (2002) indicated that values have a central role in the occupation selection. Values determine the nature of occupation that individual will choose and hence determine the philosophy of life. According to Super and Bohn (1970) the occupation affects directly individuals’ life process and life satisfaction. In this respect, individuals’ attitudes toward the occupation and the values attributed to him have a different significance. Tinsley (2002) expressed occupational self-respect as acceptance of individuals’ occupational role and individual value judgment related the occupational position. Kunes-Connell (1991) states that competence of individuals’ in interpersonal relationships at work and realization the expected roles shape occupational self-respect. The values are important for administrators in shaping vision of the organization and their daily practices. Therefore, aim of this research is to evaluate values that school administrators and teachers have in terms of demographic characteristics