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首页> 外文期刊>Journal of Education and Practice >Metaphorical Perceptions of Teachers, Principals and Staff on School Management
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Metaphorical Perceptions of Teachers, Principals and Staff on School Management

机译：教师，校长和教职员工对学校管理的隐喻理解

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It is necessary to know how the members of a school perceive their school management to investigate how they are related to their organizations. In this case, we can refer to metaphors, which are excellent tools for people to express their subconscious thoughts and perceptions about their organizations. On the other hand, metaphors help us to understand the estimations of school management by the members of school organizations. In the literature review, no study could be found about perceptions of teachers, principals and also staff on school management. So, it can be said that conducting this research will fill this gap in the literature. The aim of this study is to examine metaphorical perceptions of teachers, principals and staff on school management. According to the findings; 45 metaphors by female participants, 20 metaphors by male participants, 50 metaphors by teachers, 9 metaphors by principals and 6 metaphors by staff, 42 metaphors by participants whose seniority in school is 1-5 years, 11 metaphors by participants whose seniority in school is 6-10 years, 8 metaphors by participants whose seniority in school is 11-15 years, 2 metaphors by participants whose seniority in school is 16-20 years, 2 metaphors by participants whose seniority in school is 21 years and over were created about their own school management. The most produced metaphor is a family metaphor. 41 metaphors by female participants, 25 metaphors by male participants, 50 metaphors by teachers, 10 metaphors by principals, 6 metaphors by staff, 43 metaphors by participants whose seniority in school is 1-5 years, 10 metaphors by participants whose seniority in school is 6-10 years, 6 metaphors by participants whose seniority in school is 11-15 years, 5 metaphors by participants whose seniority in school is 16-20 years and 2 metaphors by participants whose seniority in school is 21 years and over were created on ideal school management. The most produced metaphor again is family metaphor. Conducting metaphor researches about shool management is seen useful for school improvement and will ensure benefits to researchers and practitioners. Moreover, metaphors are valuable imagery tools can be used by reseachers and practitioners to provide clarity to complex issues to describe real situations in school management.
机译：有必要知道学校成员如何看待学校管理，以调查他们与组织的关系。在这种情况下，我们可以引用隐喻，这是人们表达自己对组织的潜意识和观念的出色工具。另一方面，隐喻可以帮助我们了解学校组织成员对学校管理的估计。在文献综述中，没有发现关于教师，校长以及员工对学校管理的看法的研究。因此，可以说进行这项研究将填补文献中的空白。这项研究的目的是检验教师，校长和教职员工对学校管理的隐喻理解。根据调查结果;女参与者45个隐喻，男参与者20个隐喻，老师50个隐喻，校长9个隐喻，教职员工6个隐喻，学历为1-5年的参与者42个隐喻，学历为1-5岁的参与者11个隐喻。他们创建了6至10岁，在校年限为11-15岁的参与者的8个隐喻，在校年为16至20年的参与者的2个隐喻，在校年资为21岁及以上的参与者的2个隐喻。自己的学校管理。产生最多的隐喻是家庭隐喻。女参与者41个隐喻，男参与者25个隐喻，老师50个隐喻，校长10个隐喻，教职员工6个隐喻，学历为1-5年的参与者43个隐喻，学历为1年以下的参与者10个隐喻。在理想情况下，创建了6-10年，在校年限为11-15岁的参与者6个隐喻，在校年限为16-20年的参与者5个隐喻和在21年及以上学历的参与者2个隐喻。学校管理。产生最多的隐喻还是家庭隐喻。进行有关学校管理的隐喻研究被认为有助于学校的改善，并将确保研究人员和从业人员受益。此外，隐喻是有价值的图像工具，研究人员和从业人员可以使用它们来阐明复杂问题，以描述学校管理中的实际情况。

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