Türkiye Yüzyılı Maarif Modelinin, Eğitim Reformlarının Etkililiği Bağlamında Okul Yöneticilerinin Görüşlerine Göre Değerlendirilmesi

This study aims to reveal how the Turkish Century Education Model process is evaluated by school administrators and the reflections of the process on school effectiveness. For this purpose, the model process was analyzed based on the policy attributes theory, which was developed to examine the efficacy of educational reforms. The research was conducted with 18 school administrators working in primary and secondary schools in the central district of Kastamonu province. The study was designed using phenomenology, one of the qualitative research methods, and was conducted through face-to-face interviews using a semi-structured interview form. The data obtained in the research were analyzed by content analysis technique. As a result of the study, school administrators believe that the content of the Model is authentic, clear, and understandable, its goals are clearly stated, and the training needed to implement the Model at the school level is provided. However, although the Model is considered consistent within itself, it also indicates that it contains aspects that are inconsistent with the education system and some existing school practices. It is emphasized that the Model gives particular importance to the participation of administrators and teachers and ensures involvement, but there are difficulties in ensuring family participation. It is stated that the Model inadequately provides an effective incentive mechanism for practitioners in the school context. In addition to this, although the administrators pointed out that stability could not be ensured sufficiently due to the frequent occurrence of innovations in the education system, they stated that a stable path was followed from the beginning of the process and therefore expressed their predictions that this innovation initiative would be long-lasting. Considering that the model process is a relatively new reform process, the results of this study show that school administrators believe that the Model will be successful and contribute to the effectiveness of schools.