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Article
Publication date: 22 August 2008

Mehmet Karakuş and Fatih Töremen

The main purpose of this study is to find out the importance levels of obstacles to teamwork in the view of teachers and thus inspire school leaders to remove these obstacles and…

2506

Abstract

Purpose

The main purpose of this study is to find out the importance levels of obstacles to teamwork in the view of teachers and thus inspire school leaders to remove these obstacles and to make teamwork more effective.

Design/methodology/approach

A survey‐based descriptive scanning model was used. This study was performed in Elazig city centre during the 2006‐2007 academic year. A four‐dimensional and 32‐itemed “ordering questionnaire” was administered to 424 teachers working at primary schools.

Findings

In the light of related literature, the most significant factors for the effectiveness of teamwork have been classified in four dimensions. These are leadership actions, structural characteristics of work group, individual characteristics of members, and interrelationships among members. Administrators' inequitable applications, lack of a group climate in which each teacher is appreciated and valued, teachers' lack of motivation, competitive and not cooperative relationships were sorted by teachers as being the most important obstacles to teamwork. There were meaningful differences among teachers' views according to the gender and tenure variables.

Research limitations/implications

Since teamwork is a necessity for school effectiveness, it is very important to determine and to remove the obstacles on the way to effective teamwork.

Practical implications

The study gives cues for school leaders on how teachers should be treated in general and in the aspects of their personal characteristics to attain effective teamwork in schools.

Originality/value

With an original classification of the components of effective teamwork, the study seeks to determine teachers' perceptions about the importance level of obstacles of effective teamwork through an ordering questionnaire in a different perspective.

Details

Team Performance Management: An International Journal, vol. 14 no. 5/6
Type: Research Article
ISSN: 1352-7592

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Article
Publication date: 30 January 2009

Fatih Töremen, Mehmet Karakuş and Tezcan Yasan

The purpose of this paper is to determine the extent of total quality management (TQM) practices in primary schools based on teachers' perceptions, and how their perceptions are…

3890

Abstract

Purpose

The purpose of this paper is to determine the extent of total quality management (TQM) practices in primary schools based on teachers' perceptions, and how their perceptions are related to different variables.

Design/methodology/approach

In this study, a survey based descriptive scanning model was used. This study was carried out in Malatya city centre on teachers working at primary schools. Using stratified sampling method, 21 schools and 420 teachers working in these schools were selected randomly. A total of 396 of the questionnaires were validated and evaluated. A total of six‐dimensioned and a 60‐itemed questionnaire was administered to these teachers. Data were analysed by SPSS program.

Findings

In the perceptions of teachers, there were some problems with the indicators of TQM practices, especially on the dimension of change management. There were significant differences among teachers' perceptions on TQM practices depending upon the variables of branch, level of education and tenure, while there were no meaningful differences according to the gender variable.

Practical implications

The findings reveal the need for an effective change management, educating staff and utilizing human resources to attain a system‐wide quality improvement, to implement the principles of TQM.

Originality/value

Quality improvement is a continual process that should be taken up from the operational level to senior management. Primary schools, as the basic subsystem of educational super‐system, affect upper level schools with their outcomes. So TQM efforts at primary schools are fundamentally important to achieve a high quality education system. This paper sheds light on how to improve quality at this basic level.

Details

Quality Assurance in Education, vol. 17 no. 1
Type: Research Article
ISSN: 0968-4883

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Article
Publication date: 1 October 2006

Fatih Töremen, Abdurrahman Ekinci and Mehmet Karakuş

The main purpose of this investigation is to find out the influence of empathic skills of managers on the success of schools.

1203

Abstract

Purpose

The main purpose of this investigation is to find out the influence of empathic skills of managers on the success of schools.

Design/methodology/approach

In this study, survey based descriptive scanning model was used. This study was fulfilled in Batman city on teachers working at public and private primary schools in 2003‐2004 education year. According to the results of the central evaluation examination, schools were divided into three success groups (each group having seven schools). About 10 teachers were randomly selected from each of these schools, and then the 23 itemed questionnaire was administered.

Findings

As a result of the research it was seen that empathic skills of managers and school success had a very close relationship. There were meaningful differences between the first group and the other two groups. Successful schools' managers clearly had better empathic skills and unsuccessful schools' managers had little empathic skills. The same situation was seen between the second group and the third group as well.

Research limitations/implications

The results of this research may be affected by local conditions in which it was conducted.

Practical implications

The empathic skills which are revealed as important indicators of success should be taken into consideration during the selection and training of managers.

Originality/value

This paper discusses the empathic aspect of school management which has been rarely taken up and displays the importance of empathic skills on school success.

Details

International Journal of Educational Management, vol. 20 no. 6
Type: Research Article
ISSN: 0951-354X

Keywords

Available. Content available
Article
Publication date: 30 January 2009

Professor John Dalrymple

478

Abstract

Details

Quality Assurance in Education, vol. 17 no. 1
Type: Research Article
ISSN: 0968-4883

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