E-Okul education management information system (e-okul EMIS): Şanliurfa 1

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1 Available Online at (c) EJRE published by International Association of Social Science Research - IASSR ISSN: European Journal of Research on Education, 2014, Special Issue: Educational Technology and Lifelong Learning, European Journal of Research on Education E-Okul education management information system (e-okul EMIS): Şanliurfa 1 Ahmet Kaya a *, Zekiye Doğu b, a Harran University, Faculty of Education, Şanlıurfa, Turkey b GAP Girls Anatolian High School, Şanlıurfa, Turkey Abstract In this study the perceptions of secondary school administrators and teachers are searched and analysed if these perceptions differ from other with respect to some variables (including the teachers and administrators gender, age, official duty, school type they work, duration of being administrator, having a pc and internet at home, aim of using internet) on e-okul Education Management Information (e-okul EMIS). The data of the study are collected from the population who are working at a secondary school in Şanlıurfa in education years. During the study, Attitude Scale on e-okul Educational Management Information Functioning Process is used and applied to the 148 administrators and 379 teachers with random sampling. Among perceptions of teachers and administrators relating to functioning process of e-okul EMIS, the statistically significant differences are determined according to the gender and length of service variables at all dimensions; the age at positive sides of the system, system design and system process dimensions; the length of being administrator at negative sides of the system, system process and personal use dimensions; the internet possession at home variable at system design dimension, frequency of internet use during lessons variable at negative sides of the system dimension. Teachers under 30 years old are considering the e-okul EMIS more negative with respect to the administrators and teachers between and years old. However administrators give more positive opinions on e-okul MIS than teachers and it is determined that administrators confront less problem while using e-okul EMIS than teachers European Journal of Research on Education by IASSR. Keywords: e-okul, secondary education, stakeholders of secondary education, education management information system 1. Introduction Nowadays, concepts of industrial or agricultural society have given place to the concept; information society which gives importance to information, knowing and disseminating what you know. In information society, Information Technology (IT) and the Internet have become a part of everyday life; the main economic resources have been knowledge and learning. Depending on the importance of knowledge and technological developments, new storing and presenting methods of information have gained importance for the people who are seeking for the information. So this brings great changes on storing and presenting information (Gürbüz, 2008:2). While all these developments are contributing to the development of the information society, they reveal the global competition and speed up e-transformation studies to carry on by restructuring the services (Aslan, 2004:1-4). It becomes easier to access different varieties of services and information in electronic media via these kinds of studies. Developed societies that can manage the information have caused the world to become a global village with 1 This paper was taken from master s thesis named Ortaöğretim Kurumları Paydaşlarının E-okul Eğitim Yönetimi Bilgi Sisteminin İşleyiş Sürecine İlişkin Görüşleri at Harran University, Faculty of Education in * address: akaya574@hotmail.com

2 37 Ahmet Kaya & Zekiye Doğu E-Transformation studies, developments at communications industries with IT and easy access to information. Communication speed has risen in the world which has become a small global village and this improvement is eliminated the distance via new communication facilities (Gürbüz, 2008:2). Preparation and submission of information in today's world, accessing to information and obtaining the desired information quickly by using IT systems are the most important priorities and features of the developed countries. Increasing the level of information that exists in the world, the need for learning and number of the students every passing day makes the role of educational institutions increasingly more important. Therefore, all changes in IT and increasing need for IS have made new technologies and methods mandatory to use by the educational institutions for being transformed into information society, (Uşun, 2003:372). Parallel to the rising of technological improvements, removing the borders to share the information has made the need of educational institutions to use and manage the information actively like all other institutions and therefore successful management of today s education systems requires effective policy-making and system monitoring through data and information (Hua and Herstein, 2003:2). In this way, administrators are able to see all the information about the school to make their works in any place outside the school and parents are able to follow their students, independent from the school. Due to these kinds of reasons, increasing use of management information systems in educational organizations all the world, make schools and high level education systems use management information systems for different purposes (Gurr, 1997:3). The success of education systems is dependent on participation of more and more stakeholders (parents, employers, associations, political parties... etc.) and more transparency and accountability of the education system than in the past, as well as the policies developed via data and information (Bayrakçı, 2007: 398). While the increasing number of stakeholders increases the quality, the amount and the distance of information shared, it is also very important on promoting systems on storing, classifying and use of the information. The purpose of this study is to determine perceptions of administrators and teachers who are working in the secondary schools in the province of Sanliurfa on e-okul Education Management Information (e- Okul EYBS) at system's positive and negative aspects, system design and process and personal use dimensions. In addition, it also meant to determine if these perceptions show statistically significance difference according to some of the variables. 2. Methodology This is a descriptive-relational study that aimed to determine administrators and teachers perceptions about e- Okul EMIS on different dimensions like positive sides of the system, negative sides of the system, system design, system process, personal use according to gender, age, official duties variables. The data of the study were collected from the population of the 148 administrators and 379 teachers with random sampling who work at a secondary school in Şanlıurfa in education years. During the study, Attitude Scale on e-okul Educational Management Information Functioning Process was used. The scale was formed of two main parts. In the first part of the scale there were 11 questions to find out demographic properties of administrators and teachers. In the second part of the scale there were 40 questions under five dimensions. SPSS 16 statistical package software was used to analyze the data collected during the study. In order to analyze the data T-test, Test of Kruskall Wallis H, One way Annova and Test of Mann Whitney U were used. 3. Findings According to the results of T-test to determine the perceptions of administrators and teachers compared to the gender (Table 1), statistically significance determined in all dimensions (positive sides of the system t (525) =-2.17; p<.05, negative sides of the system t (525) =3.50; p<.05, system design t (525) =6.42; p<.05, system process t (525) =-3.99; p<.05, personal use t (525) =2.51; p<.05).

3 e-okul Education Management Information (E-Okul Emis): Sanliurfa Tablo 1. T-test Results for perceptions of administrators and teachers on e-okul EMIS according to gender variable Dimensions Gender N X SS Sd t p 1-Female Positive Sides of The * 2-Male Female Negative Sides of The * 2-Male Female Design 525 6,42.000* 2-Male Female Process * 2-Male Female Personal Use * 2-Male At positive sides of the system dimension (t (525) =-2.17; p<.05) female administrators and teachers ( X =4.21) accepted the system less beneficial compared to males ( X =4.32). At negative sides of the system dimension (t (525) =3.50; p<.05) it was determined that males means ( X =3.32), were lower than females ( X =3.62). At this dimension females thought that system is more negative similar with the positive sides of the system dimension. At system design dimension (t (525) =6.42; p<.05) the arithmetical means of the females replies ( X =4.31), was determined higher than arithmetical means of males replies ( X =3.83). At system process dimension the statistically significance difference between females and males was determined in favor of females (t (525) =-3.99; p<.05). Females arithmetical mean was determined X =3.59 while males is X =3.24. According to the results of the last dimension of the scale personal use dimension the result was same like other dimensions. There is a situation in favor of females (t (525) =2.51; p<.05). Females ( X =3.36) think that they face with more problems than males ( X =3.15) while using the system. Table 2. t-test Results for perceptions of administrators and teachers on e-okul EMIS according to official duty variable Dimensions Official Duty N X SS Sd t p Positive Sides of The 1-Administrator Teacher * Negative Sides of The 1-Administrator Teacher Design 1-Administrator Teacher Process 1-Administrator Teacher * Personal Use 1-Administrator Teacher According to the analysis the administrators and the teachers who took part in the research at official duty variable (Table 2) did not have different perceptions at positive sides of the system (t (525) =.383; p<.05), system design (t (525) =-1.073; p<.05) and personal use (t (525) =.805; p<.05) dimensions. On the other hand, at positive sides of the system (t (525) =4.383; p<.05) and system process (t (525) =-2.039; p<.05) dimensions the official duty (administrator/teacher) variable is a factor that shows statistically significant differences (p<.05). According to this difference administrators ( X =4.45) stated that system is more advantageous compared to the teachers ( X =4.21). On the contrary teachers ( X =3.43) believed that they face with more problems with the system process compared to administrators ( X =3.24). According to the results of the Kruskal Wallis-H Test that was done to determine the differences among administrators and teachers perceptions according to age variable (Table 3); statistically significant differences were 38

4 Ahmet Kaya & Zekiye Doğu found on positive sides of the system (x 2 =30.193; sd=3;.000), system design (x 2 =20.409; sd=3;.000) and system process (x 2 =17.752; sd=3;.000). Table 3. Kruskall Wallis-H Test Results for perceptions of administrators and teachers on e-okul EMIS according to age variable Dimensions Age N Positive Sides of The Negative Sides of The Design Process Personal Use and Mean Rank Chi- Square Sd p Sig. Dif * and and * and * and Mann Whitney-U (U= ; z=-5.036; p=.000) (U= ; z=-3.909; p=.000) (U= ; z=-3.851; p=.000) (U= ; z=-2.882; p=.004) (U= ; z= ; p=.013) (U= ; z=-4.168; p=.000) (U= ; z= ; p=.050) (U= ; z=-2.719; p=.007) To find the source of the significant differences within the groups Mann Whitney-U Test is applied. It was found that at positive sides of the system dimension the significant difference originated from administrators and teachers at the age of 30 and (Mean Rank=217.63) and teachers at the age of (Mean Rank=290.39) and (Mean Rank=304.00). According to this result the administrators and teachers at the age of 30 and think that system is less beneficial compared to the administrators and teachers at the age of and At system design dimension the significant difference was determined between the administrators and teachers at the age of 30 and (Mean Rank=300.98) and the administrators and teachers at the age of (Mean Rank=246.28), (Mean Rank= and 51- (Mean Rank=194.86). This shows that between the 39

5 e-okul Education Management Information (E-Okul Emis): Sanliurfa administrators and teachers at the age of 30 and think they have more problems with the design compared to the administrators and teachers at the age of 31-40, and 51 while using the system. With the analysis done at system process dimension it was found that there is a significant difference between the administrators and teachers at the age of 30 and (Mean Rank=289.06), the administrators and teachers at the age of (Mean Rank=262.76) and (Mean Rank=200.65); and between the administrators and teachers at the age of (Mean Rank=262.76) and the administrators and teachers at the age of (Mean Rank=200.65). According to this result the administrators and teachers at the age of 30 and think that they face more problems with the system process compared the administrators and teachers at the age of and Also the administrators and teachers at the age of have the same idea compared to the administrators and teachers at the age of Discussion and Conclusion In the study which was aimed to determine the perceptions of administrators and teachers on e-okul EMIS the gender dimension showed that female teachers and administrators think that the system has more negative features than males. Female administrators and teachers also think that they face more problems with the design, personal use and functioning of the system respect to males. Gültekin (2010:113) and Ersoy (2010: 97) reached different results in their studies. According to Gültekin s study female teachers and administrators have much more positive views and Ersoy s study female managers are much more satisfied by the functioning of the e-okul EMIS respect to males. However Akar (2009:81) and Özkan (2009:76) have found that gender variable does not show statistically significant difference among teachers and administrators. In terms of the age variable, younger administrators and teachers have accepted the system more negative, appeared to have more problems with the design and thought they have encountered more difficulty in system functioning respect to the older administrators and teachers. This can be thought to be resulted from meeting technology at very early ages; using computers and internet frequently and active than older administrators and teachers. However in Ozkan s (2009:79) and Ersoy s (2010:98) studies administrators and teachers between the ages of 40 to 49 and 46 and respectively state that e-okul EMIS has more contribution to the education system and they are more pleased with the system. According to the results of the official duty variable administrators have found functioning of the system more positive and have stated that they face less problem respect to teachers. According to Akar s (2009:69) study, administrators think that e-okul EMIS is useful respect to the teachers. The reason for this might be considered as administrators would prefer to use the computer in order to reduce red tape (Çelikten, 2002: ) and e-okul EMIS have provided support to management level in this respect. On the contrary, Gültekin (2010:107) has found that teachers have more positive views on e-okul EMIS than administrators. In addition, Akar (2009:77) has determined that there have been no statistically significant differences between the views of the teachers and administrators on usefulness of the e-okul EMIS. References Ersoy, E. (2010). Eğitim Yöneticilerinin E-Okul Sisteminin İşleyişine İlişkin Görüşleri ve Memnuniyet Düzeyleri (Esenyurt-Beylikdüzü İlçeleri Örneği), Yüksek Lisans Tezi, Yeditepe Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul. Aslan K. (2004). Küreselleşmenin Eğitim Boyutu, Ege Eğitim Dergisi, cilt:5 (1), 1-4. Akar, H. (2009). e-okul Uygulamasının Başarısına Yönelik İlköğretim Okulu Öğretmen ve İdarecilerinin Görüşleri, Yüksek Lisans Tezi, Gaziosmanpaşa Üniversitesi, Sosyal Bilimler Enstitüsü, Tokat. Bayrakçı, M. (2007). Türkiye de Eğitim Yönetimi Bilgi Sistemleri ve Uygulamada Karşılaşılan Sorunlar. Kuram ve Uygulamada Eğitim Yönetimi, 51, Gurr, D. (1997). The Development of Management Information s in Education. ACEA National Conference in Canberra. Retrieved from unimelb. edu.au/~davidmg/papers/gurr_devt_of_mis_in_ed.pdf. Gültekin, N. (2010). Öğretmen ve İdarecilerin E-Okul Uygulamalarına İlişkin Görüşlerinin Değerlendirilmesi, Yüksek Lisans Tezi, Fırat Üniversitesi, Sosyal Bilimler Enstitüsü, Elazığ. 40

6 Ahmet Kaya & Zekiye Doğu Gürbüz, T. (2008) Eğitimde Bilgi Yönetimi ve e-öğrenme 2nd International Computer & Instructional Technologies Symposium (ICITS 2008) April, Pine Bay Hotel, Kuşadası, Turkey. Hua, H. & Herstein, J. (2003). Education management ınformation system (emıs): ıntegrated data and ınformation systems and their ımplications, ın educational management. Paper Presented at the Annual Conference of Comparative and International Education Society New Orleans, LA USA. Özkan, M. (2009). Milli Eğitim Bakanlığı Bilişim Sistemlerinin Türk Eğitim Sistemine Katkılarına Yönelik Yönetici Görüşleri, Yüksek Lisans Tezi, Mersin Üniversitesi, Sosyal Bilimleri Enstitüsü, Mersin. Uşur, S. (2003). Eğitim ve Öğretimde Bilgisayarların Yararları ve Bilgisayarlardan Yararlanmada Önemli Rol Oynayan Etkenlere İlişkin Öğrenci Görüşleri, Kastamonu Eğitim Dergisi, 11,