The views of school administrators and teachers related to critical pedagogy

In this study, it is aimed to investigate whether the views of the school principals and teachers regarding critical pedagogical principles show significant differences according to gender, age, graduated faculty, professional seniority, school duty, administration seniority, education level, branch, school level and school type variables. This research is a quantitative study and is designed in a descriptive survey model. The study group consists of 550 teachers and 110 education administrators with a total of 660 teachers. The data of the study were obtained from İzmir Provincial Directorate of National Education with stratified sampling method and randomly selected formal and special 13 primary schools, 10 middle schools and 5 Anatolian High School, 4 Vocational High School, 3 Religious Vocational High School and 3 Science High Schools, teachers. The data of the study were collected through "Principles of Critical Pedagogy Scale" which was developed by Yilmaz (2009). It consists of three sub-dimensions as "Education System, Functions of School and Liberating School". The descriptive frequency and percentage distributions of the teachers' demographic characteristics were determined, and then, for the total scores of the scale, x ̅, ss and Shx values were determined. The parametric statistical techniques were used for the distributions showing normal distribution characteristics and non-parametric statistical techniques were used for the groups that did not show normal distribution characteristics. In this context: Independent group t Test was used for data with normal distribution for two categories. One-way analysis of variance (ANOVA) technique for data with normal distribution in variables with three or more categories, and the Complementary Scheffe test to see the source of the differences, and the non-parametric Kruskal Wallis-H test for nonparametric data to determine the sources of differences in meaningful differences. Non parametric Mann Whitney U test was used. According to the results of the study, the participation of all participants in the Critical Pedagogical Principles and Critical Pedagogical Principles sub-dimensions have been found middle level. According to the results of the research, there is no significant difference between the participants' views on critical pedagogical principles according to gender, age, professional seniority and branch variables. There is a significant difference in favor of the faculty of science faculty in the education system. However, the highest participation in the education system sub-dimension according to the school level variable shows the Science High School teachers while the lowest participation shows the teachers of the Anatolian High School. According to teachers, school administrators have significantly more participation in the liberating school sub-dimension of critical pedagogy. It is seen that the administrators who have a seniority of 21 years or older are significantly less involved in the school function sub-dimension. In addition, according to the results of the study, it was seen that the difference between the total scores of critical pedagogical principles, school functions and liberating sub-dimension scores and the arithmetic averages of the teachers differed significantly. It was also found that this difference was in favor of the teachers with graduate education. It was found that teachers working in private schools had higher levels of critical pedagogical principles and sub-dimensions than their counterparts working in public schools. According to the results of the study, the participation of all participants in the sub-dimensions of Critical Pedagogical Principles and Critical Pedagogical Principles was found to be moderate. According to the results of the study, there is no meaningful difference between the participants' views on critical pedagogical principles according to gender, age, seniority and branch variables. There is a significant difference in the education system in favor of the faculty of science. While the Science High School teachers show the highest participation in the education system according to the school level variable sub-dimension, the teachers of the Anatolian High School show the lowest participation. According to the teachers, school administrators are significantly more involved in the sub-dimension of the critical school of critical pedagogy. It is observed that, the managers who have seniority aged 21 and over are significantly less involved in the school function sub-dimension. Moreover, according to the results of the study, it was seen that the difference between the total scores of critical pedagogical principles, school functions and liberating subscale scores and the arithmetic averages of teachers were significantly different. In addition, it was determined that this difference was in favor of the teachers who received postgraduate education. Teachers working in private schools were found to have higher critical pedagogical principles and sub-dimensions than their counterparts in public schools.