Re-structuring of the faculties of education and institutionalism

This study aims to determine the institutionalization level of the re-structuringattempt implemented in 1998 by The Council of Higher Education (CHE), accordingthe institutional pressure of the New Institutionalism Theory and organizationalmodels observed in the faculties, depending on the points of view of the schoolingstaff. Moreover, with this study, problematic areas arisen after the re-structuring ofthe faculties of education and observed organizational models were evaluatedaccording to; faculties of education, being an old or new faculty of education,gender, seniority, title, having a supervisory duty or not, lectures and other personaland professional features of schooling staff. Additionally, correlations betweenorganizational models adopted by the faculties and institutional pressures arisen werealso investigated.The study was conducted using the scanning model. The population consistsof the schooling staff on duty during the educational year 2005-2006 and the sampleconsists of schooling staff of 8 faculty of education chosen randomly. 750questionnaires, the first and second part of which were prepared by the researcher,were sent to the sample faculties of education and 230 (out of 640) returningquestionnaires were analyzed using SPSS.As a result of the statistical analysis of the sample schooling staff?s opinions,it has been found that their average contributions to all the investigated areas are ?notagree? and ?uncertain?. Coercive and cognitive institutional pressures andcybernetic, political and structural organizational models perceptions showeddifferences according to the faculty of education they belong to. Having asupervisory duty or not caused no difference in perceiving any field researched.Perception of organizational structure field of coercive pressure showed differencesaccording to have participated in re-structuring and having been send abroad foreducation within the re-structuring frame. Program change field of coercive pressuresivhas the least sample mean and MEB-YÖK (Ministry of Education-Council of HigherEducation) Cooperation field of the coercive pressures has the highest sample mean.Whereas both fields are perceived differently according to many personal andprofessional features, cognitive and normative institutional pressures are perceiveddifferently only according to lectures given. It has been found that all institutionalpressures have a medium relationship with symbolic and human resources modelsand within themselves but that only a portion of the organizational models have acorrelation among themselves.