Teachers’ Metaphorical Perceptions of Their School Principal

DOI

10.2991/978-94-6463-686-4_42How to use a DOI?

Keywords

Metaphor; School Principal; Teacher

Abstract

This research, aiming to investigate teachers’ metaphoric perceptions of their school principals was based on the basis of the phenomenological design, which is one of the qualitative research approaches. The metaphorical perception study, which is one of the methods that investigates situations, events, facts, concepts and principles that people are aware of but do not have in-depth knowledge about, and reveals the perceptions of the participants in this regard, constitutes the method of this research. The study group consists of 43 teachers. The purposeful sampling method, one of the non-random sampling methods, was used in selecting the study group. With this sampling method, interviews were conducted with teachers working in four different public high schools affiliated to the Ministry of National Education in Pazarcık district of Kahramanmaraş Province. The data of the research was collected with the interview form developed by the researcher. The question “The school principal is like Because” was sought to be answered in the interview form. The same question was asked 3 times in the interview form. In this way, it was aimed to reveal if there is more than one metaphor in teachers’ minds. The collected data was analyzed and interpreted by content analysis. Of the metaphors and explanation sentences collected from high school teachers, answers that could not be read, had missing explanation sentences, or missing metaphor part were excluded. After being coded by two different coders, categories were created based on the common features of the metaphors by two different researchers again, and the similarity between them was examined. A high degree of similarity was found between the coding and categorization processes carried out by the two different researchers. With the analysis of the data, the metaphors developed for the concept of school principal were generally grouped under eight categories. These categories, from the highest to the lowest in terms of their representational power, are as follows: Protective, Guiding and directing, evoking nature, emitting light and giving information, Negative, Reminding a building, Object, Part of a system.” The distribution of these metaphors collected under the categories were then examined according to the variables of gender, educational status, school type and seniority.

Copyright

© 2025 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Esef Hakan Toytok
AU  - Emin Şehitoğlu
PY  - 2025
DA  - 2025/04/28
TI  - Teachers’ Metaphorical Perceptions of Their School Principal
BT  - Proceeding of the 10th International Conference on Lifelong Education and Leadership for ALL (ICLEL 2024)
PB  - Atlantis Press
SP  - 604
EP  - 638
SN  - 2667-128X
UR  - https://doi.org/10.2991/978-94-6463-686-4_42
DO  - 10.2991/978-94-6463-686-4_42
ID  - Toytok2025
ER  -