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Vocational Personalities of School Principals: A Phenomenological Study

Vocational Personalities of School Principals: A Phenomenological Study

Ahmet Bozak, Tuncer Fidan
Copyright: © 2019 |Pages: 20
ISBN13: 9781522577720|ISBN10: 1522577726|ISBN13 Softcover: 9781522586739|EISBN13: 9781522577737
DOI: 10.4018/978-1-5225-7772-0.ch010
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MLA

Bozak, Ahmet, and Tuncer Fidan. "Vocational Personalities of School Principals: A Phenomenological Study." Vocational Identity and Career Construction in Education, edited by Tuncer Fidan, IGI Global, 2019, pp. 178-197. https://doi.org/10.4018/978-1-5225-7772-0.ch010

APA

Bozak, A. & Fidan, T. (2019). Vocational Personalities of School Principals: A Phenomenological Study. In T. Fidan (Ed.), Vocational Identity and Career Construction in Education (pp. 178-197). IGI Global. https://doi.org/10.4018/978-1-5225-7772-0.ch010

Chicago

Bozak, Ahmet, and Tuncer Fidan. "Vocational Personalities of School Principals: A Phenomenological Study." In Vocational Identity and Career Construction in Education, edited by Tuncer Fidan, 178-197. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-7772-0.ch010

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Abstract

This chapter aims to reveal how school principals construct their careers and how their vocational personalities influence their career construction stories. A phenomenological design was used in this study and data were collected by means of semi-structured in-depth interviews. The study group was formed by maximum variation sampling and snow ball sampling. Nine school principals voluntarily joined the study and narrated their career construction stories. In the study, it was found that school principals started their career by the influence of an administrator, a colleague in their workplace, or their spouses. Majority of the participants started their management career as vice-principals. The changes in work environment increased their management skills and helped them gain experience. It also provides them with dynamism, but changing the workplace every four years brought about negative effects as it was too short to improve a school.

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