Approaches of School Administrators toward Teachers with Different Types of Human Nature: The Cyprus Case
Abstract
:1. Introduction
2. Theoretical Framework
2.1. Development of the Notion of Human Nature and Basic Views
2.2. Administration Theories and Human Nature
3. Materials and Methods
3.1. Problem Statement and Sub-Problems
- What human nature characteristics do primary school teachers have in the eyes of school administrators?
- What are the attitudes of school administrators toward the different human natures of primary school teachers?
3.2. Model of the Study
3.3. Case of the Study: North Cyprus Education System
3.4. Sampling of the Research
3.5. Data Collecting Tool
“Y1 Teacher is 50 years old and has been a classroom teacher for 25 years. This teacher is working in your school is legally in “A Teacher” category and has a maximum workload of 20 h a week. For some reason (school team attending a competition, sickness, apology leave, overseas leave, assignment by the administrator etc.), there is a special course teacher shortage at the school. This shortage affects the class of your Y1 teacher as well. Although he does not initially accept to fill in for the shortage, after learning that overtime will be paid, Y1 teacher accepts to work during his free period.”
“Y2 teacher has been working in your school for a very long time. He takes responsibilities during days that are important for the teachers (New Year, Teachers’ Day, commencement of summer holiday, just before semester break, graduation period etc.) and organizes entertainment on those days.”
“Y3 teacher has been working in your school for 2 or more years. Although he/she regularly signs the “teacher meetings decision records”, documenting in writing that he/she accepts the decisions taken, this year he/she orally informed the administration that he/she will not sign the records, without giving any reason.”
“Y4 teacher is always liked and appreciated by colleagues, parents, and administrators. He/she attends school almost every day throughout the academic calendar, and always stays at school during class hours unless a very serious problem arises. He/she is noticed for his/her work discipline and appraised by the inspectors.”
“Y5 teacher carries out his/her duty with great loyalty. Although there is no obligation, he/she coaches his students who are behind in their schoolwork during his/her free time in the afternoon, and gives them supplementary lesson notes from his own books. In addition, he/she attends educational courses and conferences with an understanding of life-time learning, without an aim of professional promotion, and improves him/herself.”
“Y6 teacher has been working in your school for a long time. Every year, when classes are distributed among teachers at the beginning of the school year, he/she disputes with the school administration about teaching elder (4th or 5th grade) students, and he/she insistently gets one such class. This year, when you were distributing classes, although you gave him/her a high grade class, he/she stated after the staff meeting that he/she did not want that class and that this year he/she wanted to teach a lower grade class.”
“Y7 teacher did not want to put up any lesson sheets on the clipboard in the classroom on the grounds that “School year preparation allowance was not paid.” After the “preparation allowance” was paid in October, it was observed that the clipboards in his/her classroom were filled.
“Y8 teacher works at your school and is helping to manage the web page created for your school by the Ministry of National Education. At the beginning, when no other teacher had knowledge about this application, Y8 teacher stated that he/she could take the responsibility without hampering his duties at school. He/she contacted the authorities at the ministry and acquired knowledge about running a web page and has taken this responsibility upon themselves every year voluntarily.”
3.6. Data Collection
3.7. Data Analysis
- (a)
- Coding Data: Information obtained during the interviews was decoded and converted in a list by giving numbers to lines. Subsequently, the sections were coded to form meaningful wholes. The coding list was read by the researchers separately, and a “consensus” was reached. Topics with “differences of opinion” were discussed, and new arrangements were made. Differences of opinion that could arise among the researchers on the data obtained through interviews and their analysis were minimized; for that purpose, joint decisions were taken at every stage of the research.
- (b)
- Finding the Themes: In the first stage, the established codes were collected under the structured categories. Thus, the researchers attempted to find common ground among the codes. Two themes were discussed for each scenario of the research, which are “defining the teacher”, and “attitude of the administrator toward the teacher”.
- (c)
- Arranging Data Based on Codes and Themes: Each administrator was given a number by the researchers in order to convey the opinions of the participants to the readers, starting with number 1. In terms of the participant opinions for the interview questions in the findings, administrators were mentioned with these codes (i.e., Y-1), and citations were made from administrator opinions related to each finding with the code of the cited administrator given in parenthesis.
- (d)
- Defining and Interpreting Findings: Findings obtained as a result of interviews with the participating administrators and interpretations of these findings are presented in this section. Findings are given in detail with citations, thus strengthening the validity of the research.
4. Findings
“He/she is right because he/she fulfilled the weekly class requirement. However, I think he/she is a monetarist because he/she gives importance to money and tries to compensate his/her immaterial loss with monetary gain.”(Y-1)
“I think these teachers are people who do not adhere to the principle of working devotedly and are selfish because they know the rules and use them for their own benefit.”(Y-12)
“A selfish person who thinks of his/her own interests more than the students and their education; a person trying to give a rest to him/herself.”(Y-18)
“A teacher who is aware that forced labor is a crime under the law, acts in accordance with the law and is aware of his/her legal rights.”(Y-7)
“He/she does not care about helping the school administration. In addition, they are indifferent to their own students losing classes.”(Y-3 indifferent person)
“Considering the personal rights of teachers acting in such a way, their behaviors are quite normal. I believe they have a natural acting personality.”(Y-6 natural acting person)
“There won’t be any negativity in my attitude; I’ll display a positive attitude because it is his/her legal right and it should be respected. I show a relatively normal attitude.”(Y-14, respectful attitude)
“I try to stay away from teachers with such an understanding. If necessary, I try to cover up for the loss of hours myself, but I don’t let a discussion disrupt the serenity at school.”(Y-11, trying to stay away)
“I tell him/her that I know he/she has a legal right in this, and that I don’t find it odd. However, since such situations are not frequent, I ask him/her to show understanding on this occasion and to assist the administration.”(Y-17, attempt to persuade)
“I don’t show any reaction because he/she is legally right. I ask if he/she would help, but if the answer is no, I drop the subject and try to find other solutions.”(Y-9, being indifferent)
“The reaction of each teacher is different in such situations. If the teacher in such a situation is one who doesn’t work willingly, or is not helpful to the administration, I take on the task myself and drop the subject without further discussion.”(Y-11, taking on the task)
“Not exceeding the weekly lesson load is the legal right of the teacher. In that case, I defend the teacher and look for a different solution to the problem.”(Y-6, being on the same side with the teacher)
“Such teachers try to escape from the responsibilities given to them; they do not want to take any responsibility.”(Y-2, irresponsible)
“People with this type of behavior are changeable. They act in a manner that suits their interests; they are changeable and inconsistent in their behaviors.”(Y-22, inconsistent)
“The reason for this person’s instability could be some previous negative experience. He/she is a resentful person because of previous negative experiences.”(Y-10, having negative experience)
“In short, I believe these people are incompatible and they resist obeying the rules.”(Y-16, incompatible)
“I describe him/her as someone with little will to work, low motivation, and who does not to want to take responsibility.”(Y-4, low motivation)
“A selfish personality, acting in line with self-benefits.”(Y-6, selfish)
“Hard to explain his/her behaviors and decisions; someone who is indecisive, confused and causes confusion in the workplace.”(Y-1, indecisive)
“Displaying behavior depending on the people around him/her; causing problems by getting under the influence of others.”(Y-3, getting under influence)
“It is difficult to make people with such behavior accept anything against the law. Therefore, when I encounter such situations, I act within the law and make sure whatever is necessary gets done.”(Y-19, using sanctions)
“First of all, I call that person who acts like that and try to learn the reason. I tell him/her that we can find a mutual solution if he/she explains the reason.”(Y-20, understanding the reason)
“If he/she is showing that behavior because of a reason, I try to find it out. I call him/her to find out the reason. Later, I try to solve the problem and be helpful.”(Y-7, being helpful/attempt to solve the problem)
“I try to be equal and just toward all. Therefore, if there is a rule or situation that everyone has to follow, I make sure all teachers abide by that rule.”(Y-3, effort to be fair)
“I don’t show any reaction to someone behaving like this. If I show a reaction and apply sanctions, the harmony in the school may be disrupted.”(Y-12, unresponsive)
“Teachers with such a personality are unselfish people who carry out their work devotedly.”(Y-7)
“A person who loves his/her profession and children. Doing his/her job with love, not by obligation. There are such teachers in my school too. Both student and parent opinions regarding those teachers are positive to the degree of happiness.”(Y-10)
“This is praiseworthy behavior. These are behaviors of teachers who are inquisitive and interested in their students.”(Y-20, Inquisitive/interested)
“A teacher with this personality should be taken as a model by teachers of all ages.”(Y-16, Model teachers)
“A person with an understanding of learning while teaching; developing him/herself together with the students. Open to learning.”(Y-23, Open to learning/developing)
“In one word: Hardworking.”(Y-6, Hardworking)
“What I expect from every teacher, as an administrator and a parent. Unfortunately, teachers with such a personality are rare in our schools.”(Y-19, Rare person)
“It’s a very good feeling to work with teachers that exhibit such behavior. There are teachers like this in my school now. I try to help and support them as an administrator, as much as I can.”(Y-1, Helping/supporting)
“I have an extreme feeling of love for such teachers. I dignify and appreciate them everywhere, and I say this at every occasion.”(Y-12, Valuing)
“I feel grateful to such teachers. I always try to be helpful, and always say that I am happy for their work.”(Y-5, Being happy)
“I have respect for teachers like this who love their profession. I always approach them with respect and value their wishes.”(Y-22, Respecting)
“I do anything I can for such teachers. I try to motivate them so they continue working without losing their enthusiasm.”(Y-4, Motivating)
“A person tries to help the administration, and not only has the responsibility of students in his/her class but is a helpful teacher suitable to take responsibility for other school work.”(Y-19)
“These teachers believe in ‘we’, not ‘I’. They are people who love doing well and helping others, and they approach their profession with devotion.”(Y-23, Self-sacrificing)
“A person well informed in his/her profession, and successful.”(Y-8, Successful)
“A person who cares for his/her profession and work place, is interested in his/her profession in every aspect, not just in the classroom environment.”(Y-11, Interested)
“A teacher profile open to innovations, helpful, renews his/her knowledge and applies his/her new learnings in his/her profession.”(Y-17, Innovative)
“A person who gives importance to his/her profession, knows how to take responsibility, and carries out his/her responsibilities in the best way possible.”(Y-6, Responsible)
“An unselfish person not withholding his/her time and effort, thinking of his/her institution, not him/herself.”(Y-3, Unselfish)
“In one word: Thoughtful.”(Y-1, Thoughtful)
“A teacher of good personality that every school should have; ready to help the administration.”(Y-20, Much needed person)
“I give every chance necessary to a teacher like this. I try to make things easier for them.”(Y-7, Helping/supporting)
“I appreciate such a teacher for taking part in the administrative aspects of the school voluntarily; I try to reward him/her appropriately to ensure that he/she continues his/her work.”(Y-16, Appreciating/rewarding)
“I thank him/her for his/her contributions. I support him/her in his/her classwork when he/she is in a tight position or does not feel well.”(Y-19, Showing satisfaction)
“I give support to such a teacher in the things he/she wants to do. I praise and honor him/her. I try to make sure that both I and other teachers benefit from his/her knowledge.”(Y-10, Gaining advantage/benefiting)
“I have great love and respect for a teacher of this personality. I support him/her in whatever he/she wants to do and show my satisfaction and respect whenever possible.”(Y-25, Respecting)
5. Discussion and Conclusions
6. Recommendations
- Considering that school administrators understand the human nature characteristics of teachers, they can define the personal characteristics of teachers in detail, and they should use their findings in school administration. Thus, a more productive process of administration will be realized in the operation of the school and in teacher assignments.
- It was found that teachers with self-realizing human nature are positively assessed by school administrators. Therefore, it can be recommended that school administrators provide suitable conditions and environments for these teachers to improve themselves and contribute to the school.
- Teachers with complex human nature are perceived by school administrators as teachers causing problems. In this case, school administrators need to improve their skills in managing differences through in-service training.
- Teachers with social human nature are defined by school administrators as helpful. Teachers with this nature are people who can be supportive to administrators in improving communication at school. They can be useful in creating bonds between teachers and the school administrator, thus improving interactions at the school.
Author Contributions
Funding
Conflicts of Interest
References
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Teachers with “Rational-Economic” Human Nature | |||
---|---|---|---|
Themes | Sub-Themes | N | % |
Defined by administrators as | Giving importance to money-monetarist-money grabbing | 12 | 33.33 |
Selfish | 9 | 25 | |
Sticking to rules | 9 | 25 | |
Non helpful-indifferent | 5 | 13.89 | |
Acting naturally | 1 | 2.78 | |
TOTAL | 36 | 100 | |
Attitude toward teachers | Thinking it’s their legal right—respecting | 8 | 21.05 |
Showing negative response/attitude—trying to stay away | 8 | 21.05 | |
Attempt to persuade—using power of leadership | 7 | 18.42 | |
Being indifferent | 5 | 13.16 | |
Applying sanctions | 4 | 10.53 | |
Taking the task on—giving the task to others | 3 | 7.89 | |
Taking sides with the teacher | 3 | 7.89 | |
TOTAL | 38 | 100 |
Teachers with “Complex” Human Nature | |||
---|---|---|---|
Themes | Sub-Themes | N | % |
Defined by administrators as | Irresponsible | 8 | 24.24 |
Changeable-inconsistent | 7 | 21.21 | |
Having negative experience-problematic | 7 | 21.21 | |
Incompatible | 4 | 12.12 | |
With low motivation | 3 | 9.09 | |
Selfish | 2 | 6.06 | |
Indecisive | 1 | 3.03 | |
Easily influenced | 1 | 3.03 | |
TOTAL | 33 | 100 | |
Attitude of administrators toward them | Sanctions-using the law | 16 | 41.03 |
Trying to understand the reason | 9 | 23.08 | |
Trying to help-persuading-attempting to solve the problem | 9 | 23.08 | |
Trying to be equal toward all teachers | 4 | 10.26 | |
Being unresponsive | 1 | 2.56 | |
TOTAL | 39 | 100 |
Teachers with “Self Realizing” Human Nature | |||
---|---|---|---|
Themes | Sub-Themes | N | % |
Defining the teacher | Unselfish-devoted | 11 | 23.40 |
Respecting and loving the profession | 10 | 21.28 | |
Inquisitive-interested | 9 | 19.15 | |
Model teacher | 6 | 12.77 | |
Open to learning/development | 5 | 10.64 | |
Hardworking | 5 | 10.64 | |
Rare | 1 | 2.13 | |
TOTAL | 47 | 100 | |
Attitude toward the teacher | Helpful-supporting | 28 | 58.33 |
Appreciating-rewarding | 8 | 16.67 | |
Being satisfied-showing satisfaction | 5 | 10.42 | |
Respecting-valuing | 4 | 8.33 | |
Motivating | 3 | 6.25 | |
TOTAL | 48 | 100 |
Teachers with “Social” Human Nature | |||
---|---|---|---|
Themes | Sub-Themes | N | % |
Defined by administrators as | Bighearted-helpful | 15 | 28.85 |
Devoted-self sacrificing | 10 | 19.23 | |
Successful | 10 | 19.23 | |
Interested | 7 | 13.46 | |
Innovative-enterprising | 4 | 7.69 | |
Responsible | 3 | 5.77 | |
Unselfish | 1 | 1.92 | |
Thoughtful | 1 | 1.92 | |
Much needed person | 1 | 1.92 | |
TOTAL | 52 | 100 | |
Attitudes toward these teachers | Helping-supporting | 24 | 47.06 |
Appreciating-rewarding | 14 | 27.45 | |
Showing satisfaction | 10 | 19.61 | |
Gaining advantage-benefiting | 2 | 3.92 | |
Respecting | 1 | 1.96 | |
TOTAL | 51 | 100 |
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Share and Cite
Karasel Ayda, N.; Kaşot, N.; Güneyli, A. Approaches of School Administrators toward Teachers with Different Types of Human Nature: The Cyprus Case. Behav. Sci. 2018, 8, 66. https://doi.org/10.3390/bs8080066
Karasel Ayda N, Kaşot N, Güneyli A. Approaches of School Administrators toward Teachers with Different Types of Human Nature: The Cyprus Case. Behavioral Sciences. 2018; 8(8):66. https://doi.org/10.3390/bs8080066
Chicago/Turabian StyleKarasel Ayda, Nedime, Nazım Kaşot, and Ahmet Güneyli. 2018. "Approaches of School Administrators toward Teachers with Different Types of Human Nature: The Cyprus Case" Behavioral Sciences 8, no. 8: 66. https://doi.org/10.3390/bs8080066