Primary Education School Administrators’ Proficiency Levels Instructional Leaders in Developing and Applying New Curricula

dc.creator	Niyazi CAN
dc.date	2007-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T23:03:33Z
dc.date.available	2015-07-20T23:03:33Z
dc.identifier	1304-9496
dc.identifier	https://doaj.org/article/a361546eb1974b51b567b697df5e09fa
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/23973
dc.description	In this research, solutions were sought for the problem of “What is the primary school administrator’s proficiency level as an instructional leader in developing and applying new primary education curricula?”. The developed scale was applied to 235 teachers, administrators and inspectors from Kayseri and results were obtained from the data. As the necessary process had not been sufficiently established, it was understood that primary schooladministrators do not have enough knowledge about the new curricula, they do not participate actively in the examination and selection of materials about the program, and they do not offer an environment in which teachers can share their knowledge and experience. It was found that school administrators have a proficiency in sharing theschool’s aims with teachers, preparing yearly plans about the school’s educational activities, and evaluating the monthly and yearly goals set by teachers for the implementation of the programs; yet it is thought that proficiency on these issues should be improved. School administrators as instructional leaders plan the activities at the beginning of the semester with teachers, try to provide the necessary sources in order to have the teachersunderstand the program, and attain the aims of the program and try to guide the teachers to use their time for instruction effectively. School administrators are expected to have better knowledge about the latest curriculum and to arrange more functional environment in which teachers can share their knowledge and experience. Giving morespace to instructional activities and developing the proficiency about finding solutions to the problems on the implementation of the programs is an important issue for the administrators. Evaluating the new primary education curricula with program development attitude is important, as well.
dc.language	English
dc.language	Turkish
dc.publisher	Çanakkale Onsekiz Mart University
dc.relation	http://eku.comu.edu.tr/index/3/2/ncan.pdf
dc.relation	https://doaj.org/toc/1304-9496
dc.source	Journal of Theory and Practice in Education, Vol 3, Iss 2, Pp 228-244 (2007)
dc.subject	instructional leadership
dc.subject	teaching program
dc.subject	administrator’s proficiency in developing and applying
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	Primary Education School Administrators’ Proficiency Levels Instructional Leaders in Developing and Applying New Curricula
dc.type	article