{"id":500,"date":"2016-03-27T08:30:27","date_gmt":"2016-03-27T05:30:27","guid":{"rendered":"http:\/\/www.mbirekul.com\/?p=500"},"modified":"2016-03-27T08:30:27","modified_gmt":"2016-03-27T05:30:27","slug":"egitim-ve-okul-yonetimi-16","status":"publish","type":"post","link":"https:\/\/www.mbirekul.com\/?p=500","title":{"rendered":"E\u011fitim ve Okul Y\u00f6netimi -16-"},"content":{"rendered":"<p><strong>Okul ve \u00d6rg\u00fctsel K\u00fclt\u00fcr<\/strong><br \/>\n<strong>\u00d6rg\u00fctsel K\u00fclt\u00fcr ve \u00d6nemi<\/strong><br \/>\n1982 y\u0131l\u0131ndan bu yana \u00e7ok \u00f6nemsenmektedir. \u00d6rg\u00fctsel k\u00fclt\u00fcr \u00f6rg\u00fct \u00fcyelerinin payla\u015ft\u0131klar\u0131 duygular, etkinlikler, beklentiler, varsay\u0131mlar, inan\u00e7lar, tutumlar ve de\u011ferlerden olu\u015fan bir yap\u0131 olarak tan\u0131mlan\u0131r. G\u00fc\u00e7l\u00fc bir okul k\u00fclt\u00fcr\u00fcn\u00fcn olu\u015fturulmas\u0131 y\u00f6neticinin uzun vadede sa\u011fl\u0131kl\u0131 bir \u015fekilde \u00e7al\u0131\u015fmas\u0131n\u0131 kolayla\u015ft\u0131r\u0131r. \u00d6rg\u00fctsel k\u00fclt\u00fcr\u00fcn boyutlar\u0131 (\u00c7elik, 1997): \u00d6rg\u00fct\u00fcn tarihi, de\u011ferleri ve inan\u00e7lar\u0131, hikayeler ve mitler, k\u00fclt\u00fcrel normlar, gelenek, t\u00f6ren ve adetler, erkek ve kad\u0131n kahramanlar\u0131.<br \/>\n<strong>\u00d6rg\u00fctsel K\u00fclt\u00fcr\u00fcn Olu\u015fturulmas\u0131<\/strong><br \/>\nY\u00f6netici \u00f6rg\u00fctsel k\u00fclt\u00fcr i\u00e7in; toplumun, \u00fclkenin, insan\u0131n temel de\u011ferlerini ta\u015f\u0131mal\u0131. Genel nitelikleri \u00f6\u011fretmen, \u00f6\u011frenci ve \u00e7evre ile payla\u015fmal\u0131. Okuldaki deneyimleri payla\u015fmal\u0131. Toplumsal de\u011fer ve adetin okulla kayna\u015fmas\u0131n\u0131 sa\u011flamal\u0131. Okula yeni kat\u0131lanlar\u0131 uyumunu sa\u011flamal\u0131. K\u00fclt\u00fcler aras\u0131nda denge kurmal\u0131 (A\u00e7\u0131kal\u0131n, 1995).<br \/>\n<strong>\u00d6rg\u00fctsel K\u00fclt\u00fcr\u00fcn De\u011fi\u015fimi<\/strong><br \/>\nEleman say\u0131s\u0131n\u0131n artmas\u0131, y\u00f6neticinin de\u011fi\u015fmesi \u00f6rg\u00fctsel k\u00fclt\u00fcr\u00fc de\u011fi\u015ftirebilir bu durumda a\u015fa\u011f\u0131daki s\u00fcre\u00e7 izlenir (Unutkan, 1995).<br \/>\nGeleneksel de\u011ferler ortadan kald\u0131r\u0131lmaya \u00e7al\u0131\u015f\u0131l\u0131r. \u00d6rg\u00fct\u00fcn yeni felsefesi de\u011ferleri \u00fcyelere kabul ettirilir. Yeni kazan\u0131lan k\u00fclt\u00fcr\u00fcn yerle\u015fmesi ve yay\u0131lmas\u0131 sa\u011flan\u0131r.<br \/>\n\u2022 <strong>Okul Y\u00f6netiminin Sembolik Y\u00f6n\u00fc<\/strong><br \/>\nOkullarda \u00f6rg\u00fctsel geli\u015fmeyi sa\u011flamak i\u00e7in de\u011fi\u015fik t\u00fcrden sembolik etkinliklere ba\u015fvurulabilir. Bunlar\u0131n en ba\u015f\u0131nda toplant\u0131lar gelir. Planlama, de\u011ferlendirme, g\u00fc\u00e7, belirsizli\u011fin artt\u0131\u011f\u0131 zamanlarda semboller kullan\u0131labilir.<br \/>\n\u2022 <strong>Bir Sistem Olarak Okul<\/strong><br \/>\nSistem, kendi aralar\u0131nda ili\u015fki ve etkile\u015fen bir veya daha \u00e7ok amaca y\u00f6nelik \u00f6gelerin olu\u015ftu\u011fu yap\u0131d\u0131r.<br \/>\nOkul y\u00f6neticisi; okulu bir sistem olarak g\u00f6rmeli, okulun i\u015fleyi\u015fleri ve alt sistemleri aras\u0131ndaki i\u015fleyi\u015fleri anlamal\u0131, okulun \u00e7evresiyle olan ili\u015fkilerini ba\u015fka sistemlerle olan ili\u015fkilerini g\u00f6z \u00f6n\u00fcnde bulundurmal\u0131, okulun bir sistem olarak a\u015fa\u011f\u0131da niteliklere sahip olmas\u0131 beklenir (Taymaz, 2000).<br \/>\nOkul b\u00fct\u00fcn\u00fcyle a\u00e7\u0131k sistem olmal\u0131 di\u011fer sistemlerle etkile\u015fim i\u00e7inde, yenilik ve de\u011fi\u015fimlere yatk\u0131n, s\u00fcrekli kontrolde ve de\u011ferlendirme mekanizmas\u0131na sahip olmal\u0131.<br \/>\n\u2022 <strong>Okulda \u0130nsan Kaynaklar\u0131 Y\u00f6netimi<\/strong><br \/>\n\u0130nsan kaynaklar\u0131 y\u00f6netimi i\u015f g\u00f6renlerin se\u00e7imi, e\u011fitim ve geli\u015ftirilmesi, kariyerlerinin planlanmas\u0131, \u00fccretlerin d\u00fczenlenmesi ve yapt\u0131klar\u0131 i\u015flerin tasar\u0131m\u0131, kurum ve \u00e7al\u0131\u015fanlar hakk\u0131nda bilgilendirme yap\u0131lmas\u0131 gibi i\u015flere sahip olan bir yakla\u015f\u0131ma dayan\u0131r. Buna g\u00f6re y\u00f6netici kimlere ve ne t\u00fcrden becerilere ihtiya\u00e7 duydu\u011funu belirler, dikkatli ve do\u011fru bir \u015fekilde insan kaynaklar\u0131n\u0131 se\u00e7er, bu \u00e7er\u00e7evede yap\u0131lan i\u015fleri analiz eder, performans y\u00fckseltmek i\u00e7in yeni sistemler olu\u015fturur, personelin mesleki gelece\u011fini planlar, do\u011fru i\u015fi do\u011fru ki\u015finin yapmas\u0131na \u00f6zen g\u00f6sterir (Eren, 1984).<br \/>\n\u2022 <strong>Hizmet \u0130\u00e7i E\u011fitim \u00c7al\u0131\u015fmalar\u0131<\/strong><br \/>\n\u0130\u015f g\u00f6renlerin geli\u015fmesi i\u00e7in izlenen bir dizi etkinliklerden olu\u015fan s\u00fcre\u00e7tir. Hizmet i\u00e7i \u00e7al\u0131\u015fmalar personeli g\u00fcncel tutar, kurumsal etkile\u015fmeyi sa\u011flar. Emek isteyen planl\u0131 ve programl\u0131 bir \u00e7al\u0131\u015fmad\u0131r.<br \/>\n\u2022 <strong>Hizmet \u0130\u00e7i Program\u0131n Haz\u0131rlanmas\u0131nda \u0130zlenecek Yollar<\/strong><br \/>\n1. Performans problemlerinin tan\u0131mlanmas\u0131<br \/>\n2. \u00d6\u011frenme ihtiya\u00e7lar\u0131n\u0131n belirlenmesi<br \/>\n3. Hizmet i\u00e7i e\u011fitim program\u0131n\u0131n geli\u015ftirilmesi<br \/>\n4. Uygulama<br \/>\n5. Hizmet i\u00e7i program\u0131n\u0131n de\u011ferlendirilmesi<br \/>\n<strong>De\u011ferlendirme de kendi i\u00e7inde alt a\u015famalara sahiptir.<\/strong><br \/>\n1. Hizmet i\u00e7i e\u011fitimin hedeflerini g\u00f6zden ge\u00e7irir<br \/>\n2. Hedefler davran\u0131\u015fsal olarak ifade edilir<br \/>\n3. Performans\u0131n izlenebilece\u011fi durumlar belirlenir<br \/>\n4. Uygun \u00f6l\u00e7me teknikleri geli\u015ftirilir<br \/>\n5. Belirlenen tekniklerle performans verileri toplan\u0131r<br \/>\n6. Elde edilen performans verileri ile hedeflenen performans kar\u015f\u0131la\u015ft\u0131r\u0131l\u0131r<br \/>\n\u2022 <strong>De\u011ferlendirme Bi\u00e7imleri S\u00fcrece Dayal\u0131 De\u011ferlendirme<\/strong><br \/>\nOutcome (\u00fcr\u00fcn) de\u011ferlendirilmesi \u00f6n ve son testleri uygulan\u0131r.<br \/>\n\u2022<strong> Hizmet \u0130\u00e7i E\u011fitim T\u00fcrleri<\/strong><br \/>\nHizmet \u00f6ncesi e\u011fitim, uyum e\u011fitimi ve hizmet i\u00e7i e\u011fitimdir.<br \/>\n\u2022 <strong>Okulda Performans De\u011ferlendirme<\/strong><br \/>\nOkulun genel olarak de\u011ferlendirilmesi, okulun okuldaki \u00f6zel alanlar\u0131 (s\u00fcre\u00e7ler) de\u011ferlendirilmesi, okulda sunulan \u00fcr\u00fcnlerin de\u011ferlendirilmesi olarak s\u0131n\u0131fland\u0131r\u0131l\u0131r.<br \/>\n\u2022 <strong>\u00d6\u011fretimin De\u011ferlendirilmesi<\/strong><br \/>\n\u00dc\u00e7 temel unsurdan olu\u015fur (Turgut, 1985).<br \/>\nProgram \u00f6\u011frencinin geli\u015fimini sa\u011flayacak etkinlik ve ara\u00e7lar\u0131 ayr\u0131nt\u0131lar\u0131yla planlayan dok\u00fcman, \u00f6\u011fretim, tasarlanan davran\u0131\u015flar\u0131n geli\u015ftirilmesi i\u00e7in giri\u015filen etkinliklerin t\u00fcm\u00fcd\u00fcr, \u00fcr\u00fcn \u00f6\u011fretimi tamamlanm\u0131\u015f \u00f6\u011frencidir.<\/p>\n<p style=\"text-align: right;\"><strong>Mehmet Birekul, 2016<\/strong><\/p>\n ","protected":false},"excerpt":{"rendered":"<p>Okul ve \u00d6rg\u00fctsel K\u00fclt\u00fcr \u00d6rg\u00fctsel K\u00fclt\u00fcr ve \u00d6nemi 1982 y\u0131l\u0131ndan bu yana \u00e7ok \u00f6nemsenmektedir. \u00d6rg\u00fctsel k\u00fclt\u00fcr \u00f6rg\u00fct \u00fcyelerinin payla\u015ft\u0131klar\u0131 duygular, etkinlikler, beklentiler, varsay\u0131mlar, inan\u00e7lar, tutumlar ve de\u011ferlerden olu\u015fan bir yap\u0131 olarak tan\u0131mlan\u0131r. G\u00fc\u00e7l\u00fc bir okul k\u00fclt\u00fcr\u00fcn\u00fcn olu\u015fturulmas\u0131 y\u00f6neticinin uzun vadede sa\u011fl\u0131kl\u0131 bir \u015fekilde \u00e7al\u0131\u015fmas\u0131n\u0131 kolayla\u015ft\u0131r\u0131r. \u00d6rg\u00fctsel k\u00fclt\u00fcr\u00fcn boyutlar\u0131 (\u00c7elik, 1997): \u00d6rg\u00fct\u00fcn tarihi, de\u011ferleri ve inan\u00e7lar\u0131,&hellip;<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[1],"tags":[],"_links":{"self":[{"href":"https:\/\/www.mbirekul.com\/index.php?rest_route=\/wp\/v2\/posts\/500"}],"collection":[{"href":"https:\/\/www.mbirekul.com\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.mbirekul.com\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.mbirekul.com\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.mbirekul.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=500"}],"version-history":[{"count":0,"href":"https:\/\/www.mbirekul.com\/index.php?rest_route=\/wp\/v2\/posts\/500\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.mbirekul.com\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=500"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.mbirekul.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=500"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.mbirekul.com\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=500"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}