Journal of Mixed Methods Studies JOMES

journal of mixed methods studies JOMES

Year 2 Issue 3 2021 e-ISSN 2717-6843

The Coast Guard School: Oﬃcer Candidates' Opinions Tarkan Duzguncinar

Metaphoric Images of School Managers on Covid-19 Pandemic Process: A Mixed Method Research Gulsum Sertel

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Issue 3, 2021 Journal of Mixed Methods Studies / JOMES

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The ideas published in the journal belong to the authors.

Journal of Mixed Methods Studies / JOMES (e-ISSN: 2717-6843) is a bi-annual journal (March and September), peer-reviewed journal published by ANI Publishing.

Issue 3, 2021 Journal of Mixed Methods Studies / JOMES

Editor-in-Chief

Ilhan Gunbayi Akdeniz University, Turkey

Associate Editors

Ahmet Şahin, Alanya Alaaddin University, Turkey Fatma Cebeci, Akdeniz University, Turkey Ekber Tomul, Burdur Mehmet Akif University, Turkey Engin Karadağ, Akdeniz University, Turkey Neslihan Partlak Günüşen, Dokuz Eylül University, Turkey Seda Bayraktar, Akdeniz University, Turkey Kazım Çelik, Pamukkale University, Turkey Tuncay Akçadağ, Fatih Sultan Mehmet University, Turkey Aydın Balyer, Yıldız Teknik University, Turkey Mehmet Üstüner, İnönü University, Turkey Seval Eminoğlu Küçüktepe, Marmara University, Turkey

Editorial Board

Abdul Majid Wadood, Tokyo Institute of Business Research, Japan Adewunmi Obafemi, Vidzeme University, Latvia Ali Ersoy, Anadolu University, Turkey Ali Sabancı, Akdeniz University, Turkey Anabela Mesquita, Polytechnic Institute of Porto, Portugal Anthony Onwuegbuzie, Sam Houston State University, USA Arda Arıkan, Akdeniz University, Turkey Chinyere Shirley Ayonmike, Delta State University, Nigeria Chiristine Hibbert, Sheffield Hallam University, UK Davison M. Mupinga, Kent State University, USA Edina Ajanovic, Akdeniz University, Turkey Ernest W. Brewer, The University of Tennessee, USA Erkan Kıral, Adnan Menderes University, Turkey

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Hazan Kurtaslan, Akdeniz University, Turkey İsmail Seçer, Atatürk Üniversitesi, Turkey Leyla Muslu, Akdeniz University, Turkey Paulino Silva, Polytechnic Institute of Porto, Portugal Petri Nokelainen, Tampere University, Finland Petros Woldegiorgis Woldesenbet, Bonga University, Ethiopia Raisa Ahtiainen, University of Helsinki, Finland Selçuk Beşir Demir, Cumhuriyet University, Turkey Süleyman Karataş, Akdeniz University, Turkey Marcin Rojek, University of Lodz, Poland Tennur Yerlisulapa, Akdeniz University, Turkey Tuba Gökçek, Kırıkkale University, Turkey Turan Akman Erkılıç, Anadolu University, Turkey Yüksel Dede, Gazi University, Turkey

Technical Editors

Elif Köse, Akdeniz University, Turkey Rabia Vezne, Akdeniz University, Turkey Tayfun Yörük, Akdeniz University, Antalya, Turkey Volkan Aşkun, Akdeniz University, Turkey

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Referees of This Issue

Ahmet Şahin, Alanya Alaaddin University, Turkey Tayfun Yörük, Akdeniz University, Turkey Turan Akman Erkılıç, Anadolu University, Turkey Süleyman Karataş, Akdeniz University, Turkey

iii

Issue 3, 2021 Journal of Mixed Methods Studies / JOMES

Message from the Editor

Greetings to our colleagues from all parts of the world. As the editor of the Journal of Mixed Methods Studies (JOMES), I would like to welcome you to Issue 3.

This edition contains of two articles on mixed methods research that we believe will assist you, the reader, in conceptualizing and solving problems related to developing a research or a manuscript with a mixed methods design. The current issue includes two articles: the first, which is called ‘The Coast Guard School: Officer Candidates’ Opinions’ is a a mixed methods study with a questionnaire variant design in mixed convergent design. In this study it was aimed to determine and understand the opinions of the school and the training program of the Officer Candidates who received basic training in the Coast Guard School. The findings revealed opinions and suggestions from the officer candidates that will take the Coast Guard School forward.

The second which is called ‘Metaphoric Images of School Managers on Covid-19 Pandemic Process: A Mixed Method Research’ is a convergent design mixed method research. In this study, it was aimed to reveal the metaphorical images formulated by school managers working in educational institutions affiliated to the Ministry of National Education on covid-19 pandemic process. The findings showed that metaphors can be used as a powerful tool to understand and make sense of the situation that participants are in.

These articles are designed to offer thoughts, insight, suggestions, samples and ideas on mixed methods researches done so far and how to decide and develop a mixed methods research. According to the guidance and the results of articles in this issue, researchers could shape their future mixed methods researches.

We hope you enjoy the articles in this first issue of the journal and find them informative and useful for designing and developing MMR. Please remember that articles published in JOMES do not reflect the position of the journal’s editorial staff, reviewers.

Dr. İlhan Gunbayi JOMES Editor

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Contents

The Coast Guard School: Officer Candidates’ Opinions Tarkan Duzguncinar ------1

Metaphoric Images of School Managers on Covid-19 Pandemic Process: A Mixed Method Research Gulsum Sertel ------19

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The Coast Guard School: Officer Candidates’ Opinions

Tarkan Duzguncinar*

To cite this acticle:

Duzguncinar, T. (2021), The coast guard school: Officer candidates’ opinions. Journal of Mixed Meth- ods Studies, Issue 3, 1-18 [Online] www.jomesonline.com DOI: 10.14689/jomes.2021.3.1

Abstract. Training evaluation assists planners and decision makers in designing future training programs and while evaluation can be done in many different ways, this article will look solely at the opinions of participants on the Coast Guard School training program. Participant opinion contributes significantly to the improvement, development and quality enhancement processes of the training unit. This is a mixed study. The study was planned as a questionnaire variable design from mixed convergent designs. Within the scope of the research, open and closed- ended questions were put to 100 volunteer participants, 12 of whom were female. The data collection technique included closed-ended questionnaire, semi-structured opened-ended question and document analysis. The data was analyzed by content analysis method with the help of SPSS and Nvivo package programs. As a result of the data obtained from the analyzes, it was determined that the officer candidates were satisfied with the content of the Basic Training (BT) program, the facilities of the school, the rules applied and the effective use of time. The study revealed opinions and suggestions from the officer candidates that will take the Coast Guard School forward.

Keywords: Coast Guard, In-Service Training, Training Evaluation, Educational Programs

Introduction

Organizations take significant measures to improve, change and increase the value of their human resources. In-service training and staff development, two of these measures, are more commonly used than others. The traditional in-service training approach helps to eliminates the supposed deficiencies and inadequacies in staff. Here, it is not the personnel that are at the forefront, but the inadequacies perceived by the administration and wanted to be eliminated quickly. Personnel development programs are mostly based on the needs of the personnel. Growth and change are at the heart of this approach. Learning and development curiosity in the nature of man/woman continues his/her learning process throughout his/her life (Aydın, 2014). Learning and development curiosity continues our learning process lifelong (Aydın, 2014). In-service training is defined as the training organized to increase the productivity of people in their work areas and to provide them with knowledge, skills and attitudes (Taymaz, 1992). Today, the sine qua non of in-service training is to clearly define the purpose of the training and what gains are desired at the end of the training (Scott et al., 1994). Moore (2012) states that well-trained staff need less supervision. Employees easily adapt to changes in the institution through training. Thus, institutions succeed in retaining qualified personnel and recruiting new ones (Aydın, 2014).

Well-planned in-service training has great benefits for the organization and staff. While staff gain skills that will provide them with new opportunities and benefits, organizations gain skilled personnel, better equipped to cope with a range of difficulties. A well-trained staff is the most valuable asset of an institution. Quality training also reduces the repair costs that may arise from lack of training and is an important factor in the prevention of occupational accidents that cause labor, time and material loss. When

* Akdeniz University, Antalya, Turkey, [email protected], ORCID: 0000-0002-9607-0489

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we bring all these together, it is clear that in-service training has social, economic and cultural benefits both for institutions and employees.

The Coast Guard’s purpose is to provide safety and security at sea. The Coast Guard constantly strives to adapt. The services offered by this institution are carried out by personnel working in across different fields and levels, using a variety of platforms and devices. In order for the Coast Guard personnel to perform the tasks expected of them effectively and efficiently they need to have sufficient knowledge, skills and competence and be constantly updated. The target is for employees to adapt to developments inside or outside the company in a short time. In-service training provides the knowledge, skills and competence needed. The in-service training implemented in the institution has two purposes: The first and the strategic one is to support administrative reforms and modernization practices with training. The second is to increase the effectiveness by the Coast Guard by improving the quality and skills of the Coast Guard personnel.

The three main actors of in-service training have been identified as trainer, participant and training environment (Silberman, 2006).

The leading role in training has been given to the trainer for a long time (Aoki, 2000). Persons under- taking this mission in the Coast Guard must be knowledgeable about adult training. A qualified instructor applies whatever approaches, methods and techniques are required for learning, knowing how the student acquires knowledge and gains skills (Seferoglu, 2003). Preparing the program by selecting the training content is not enough for success. The content created for success should also be well conveyed to the participants. According to Buckley and Caple (2007), what is expected from trainers is not only to be proficient in the field or subject, but also to have social and communication skills and to have competencies regarding learning methods. Other qualifications sought in trainers are to enjoy helping someone else learn, to constantly attract the attention of the participants, to motivate them, and to estab- lish a connection between the taught subject and the participant's field of application (Jones & Chen, 2002).

Although it is beneficial for all personnel to receive training as needed, the budget, time, facilities and capabilities are limiting factors. Newcomers to the institution are required to receive training. Those existing staff who will use and rise to a new technology are usually among the first to be written on the blackboard, as they will benefit most from the training. Participants must be ready for training in order to benefit from the training program. In other words, the person should have both learning capacity and motivation. Although participants are sometimes selected from among volunteers, participation in training in hierarchical institutions.

Training environments are shaped according to learning styles. Training that requires thinking and analysis demands quiet and calm environments, while those that necessitates movement and interaction needs large areas. The following should be in an effective in-service training environment; flexible use, insulation, lighting control, equipment capacity and air conditioning (Noe, 2005). Visual monitoring, role-play and group activities should allow the multi-purpose use of the training environment. Physical separation of the training environment from other units reduces that keep participants away from training (Charney & Conway, 2005). Lighting control is particularly effective in visual training. Just as completely dark environments are not suitable for training, completely bright environments can negatively affect the quality of training. The appropriate training environment for the number of participants is an important factor in meeting the expectations from the training. Small numbers of participants may have negative consequences in very large settings. Trying to train large numbers of people in deficient areas can also waste effort and time. In the selection of educational tools, issues such as content compliance, low cost, effective use, and the opportunity to use frequently come to the fore (UN, 2001). Failure to provide adequate air conditioning in the training environment may negatively affect the interest and contribution of the participants. Paying attention to the above-mentioned issues in the training environment will increase the success of the applied training program (Taymaz, 1992).

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As in other evaluation activities, evaluation of training is carried out in order to reach an unbiased and accurate result about the success of the applications (Aydin, 2014). Accordingly, academies are subjected to internal and external evaluations (Turan & Ingil 2013). This is one of the methods applied to determine the efficiency of in-service training activities. While external evaluation is done by inspectors and inspection boards, internal evaluation is carried out by the administrative board, instructors and participants. MacBeath and McGlynn (2005) state that according to the student assessment set published by the UK Education Standards Office (OFSTED) in 1995, student evaluations are made within the scope of time and resources, support for learning, appreciation of success, in-class communication and the climate of the academy. Recently, academies have accepted students' opinions about the institution as among the evaluation criteria as well as the achievement scores or grade point averages (Nevo, 2002). The purpose of this assessment is to determine the quality of teaching in addition to the quality of learning. The data obtained are taken into consideration in the academy’s human resources, physical resources, financial resources and policy development (Faubert, 2009).

Evaluation processes in academies differ from institution to institution and from society to society. However, this does not change the essence of the evaluation. Some methods evaluate the whole of training, while others focus on the areas where improvement is most needed. Evaluations are usually on the management of training, boards or trainers (Schratz, 2002). Most of the evaluations are made by comparing the success achieved at the end of the training with previous years. The opinions of those who are trained in the academy (customers) are either excluded from the evaluation criteria or partially benefit from them.

The Coast Guard School (CGS) where the study was carried out is a public institution. The officer candidates (OC) subject to the study are the customers of this school during the training period. It has been discussed for a long time that the concept of customer is specific to private enterprises and it is not correct to mention it in public institutions (Meyer & Schwager, 2007: Hu & Liu, 2004: Chen & Popo- vich, 2003). However, the Coast Guard is an organization that provides service to the community. Due to many reasons mentioned by Tutuncu and Dogan (2003), the concept of customer needs to be adapted for those studying at school. For this reason, OCs are among the CGS's customers. In order to increase the quality of training provided to OCs, firstly determining their wishes and needs, and then meeting these demands can be considered as an important part of the training evaluation process.

The Coast Guard, whose duties are gathered under the headings “law enforcement”, “security” and “maritime”, is an armed general law enforcement force that provides security and public order in the seas and also takes care of Turkey's national interests (Coast Guard, 2013). It is one of the primary objectives of the Coast Guard to train and equipped personnel to carry out its duties effectively. For this reason, it pays attention to providing qualified personnel with quality training. In the in-service training carried out in the Coast Guard, the orientation of all employees, the standardization of the methods applied and the creation of a learning culture in the institution are provided by training. Training helps to reduce errors made by personnel, standardize the work of personnel performing the same task, develop the relations between subordinates and supervisors, effectively use tools and systems, adapt to change. In-service training in the Coast Guard is carried out in the classroom environment, on duty, by distance training and in the form of a mixed method.

The CGS operates in accordance with the model of an academy that facilitates the learning of all its members and can consciously transform itself, as defined by Pedler, Boydel and Burgoyne (1991). In addition to the officers who will be assigned to the Coast Guard executive staff in the future, the school conducts training for petty officers, specialist privates and civilians who will take on other duties. Train- ing carried out at CGS include basic training (BT), orientation training, development training, completion training, executive training and special task training respectively. Basic training is the longest-last- ing and has the largest number of participants. Basic training is conducted in separate periods for officers, petty officers and specialist officers and lasts from 4 to 6 months. Basic training aims to provide professional ethics and professional responsibility in addition to gaining knowledge and skills. This

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training covers professional technical information, social information and Coast Guard values. Well trained Coast Guard personnel, having the knowledge and skills they need to perform their duties dili- gently and effectively, will contribute to both the image of law enforcement officers and the success of this organization.

OCs, the subject of the study, consist of men and women aged 22-28 who have graduated with a four- year university degree. Candidates, who have successfully completed a difficult staff procurement process, are given three or four weeks period adjustment, followed by basic military training and basic Coast Guard training take in one year. During their training period, they must be prepared for all kinds of difficulties both mentally and physically. The program is not only aimed at gaining knowledge and skills. It is also intended that candidates become acquainted with the corporate culture and to engender in them a sense of collegiality and corporate belonging during this candidacy process.

The subject of this study is OCs’ opinions both CGS and its training programs. Data obtained from the interviews was the basis for determining issues related to the CGS and the development of the OC training policy.

Problem Statement

What are the opinions of the Officer Candidates who received basic training in the Coast Guard School on the school and the training program?

Sub Problems

Answers to the following questions were sought within the scope of the study:

Quantitative Phase 1. To what extend do Officer Candidates assess the Basic Training Program at the Coast Guard School? 2. To what extend do Officer Candidates assess the rules applied at the Coast Guard School? 3. To what extend do Officer Candidates assess the physical capabilities of the Coast Guard School? 4. To what extend do Officer Candidates assess the effective use of time spent at the Coast Guard School?

Qualiatative Phase 1. What do Officer Candidates think about the Basic Training Program at the Coast Guard School? 2. What are the Officer Candidates' views on the rules applied at the Coast Guard School? 3. What are the Officer Candidates' views on the physical capabilities of the Coast Guard School? 4. What are the Officer Candidates' views on the effective use of time spent at the Coast Guard School?

Materials and Methods

Model of Research

The research is a mixed study and is planned as a survey variable pattern from convergent patterns. The mixed method is a research method in which data is collected using quantitative and qualitative methods and mixed by integrating or establishing relationships with each other (Creswell & Clark, 2017). The mixed method includes many philosophical assumptions and research processes in which data analysis applications and qualitative approaches are related (Askun & Cizel, 2020). The use of mixed method designs is widespread because different research methods are needed to investigate different aspects of reality. (Bryanton & Weeks, 2014). Convergent pattern is one of mixed method pattern in which the researcher collects and analyzes two separate databases, quantitative and qualitative, and then combines the two databases to compare or combine the results (Gunbayi, 2020). Convergent pattern is the most

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preferred of mixed patterns. This pattern is used by researchers to obtain different but complementary data on the same subject in order to best understand the research problem. The reason for using this pattern in studies is to combine the strengths and weaknesses of quantitative and qualitative methods. In this way, quantitative sample size, objective measures and trends, and qualitative subjective interpre- tation, details and depth are used. This pattern is generally preferred when the participant has limited time for the study and both quantitative and qualitative data are required to be accessed at a time, when the researcher wants to receive both quantitative and qualitative data from each participant, and again when the researcher is sufficient to obtain and process qualitative and quantitative data. In this study, the preferred approach was to compare statistical results with qualitative results in order to fully understand the research problem. In the survey variable pattern, participants must complete a survey with both opened-ended and closed-ended questions. Results from opened-ended questions are used to validate results from closed-ended questions or to measure the validity.

Semi-structured interviews are preferred as a method of qualitative data collection in the mixed methods (Plano Clark, 2010). In this interview, the participant is asked questions about the main or sub-problems of the study. In data collection by interview method in strict hierarchical institutions such as CGS, where the study is conducted, the interview may create pressure on the participant. Even if the researcher ex- presses that he/she will remain neutral during the study and comply with any ethical rules, the participant may hesitate to fully express his/her thoughts. In open-ended questions, the participant answers the questions anonymously, encouraging an honest response to the questions as they understand them to mean. In strict hierarchical institutions, much more realistic data can be obtained with the survey variable pattern.

Research Place and Working Group

The research was carried out at the Coast Guard's in-service training unit in Antalya. OCs who were in BT at CGS participated in the study. The research was conducted with a total of 100 OCs, 12 of whom were women. Demographic information for participants is presented in Table-1. The age of the OCs participating in the study is between 22 and 28, and the average age is 25.

Table 1.

Information About Participants

Demographics Frequency Percent (%)

Female 12 12 Male 88 88 Total 100 100

Data collection

The data collection technique used in the research is document analysis with open and closed-ended questionnaires. The data was collected through questionnaires sent to the participants between March and April 2020 following successful completion of the BT programme. The questionnaire consists of closed-ended questions in Table-2 and open-ended questions in Table-3. While preparing the survey questions, the literature was examined, and a conceptual framework related to the subject was created in this context. The questionnaire preparation started with a meeting with focus group of eight people who were previously trained at CGS and who currently work in the Coast Guard. In the focus group interview, the participants' perspectives, experiences, thoughts, perceptions, feelings, attitudes and hab- its regarding CGS were canvassed (Bloor et al., 2001). The data obtained as a result of the focus group interviews was used effectively in the preparation of the item pool. Within the scope of the validity study carried out on the preliminary draft, opinions were taken from eight people who were trained in CGS,

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three faculty members in the field of Education Management and Teacher Training, and a teacher qualified in measurement and evaluation. In this context, Evaluation Form prepared by the researchers was sent to the review panel and their opinions sort on the comprehensibility of the scale items and their suitability in terms of the evaluation of the CGS. The review panel was asked to choose the appropriate expression from the options: "appropriate, corrected, not appropriate, suggestions" and to place for each item in the draft form. In line with the suggestions made by the review panel, the questionnaire was developed in terms of language, comprehensibility, appearance and suitability for the purpose. As a result of the feedback, a questionnaire consisting of 39 closed-ended and 7 open-ended questions with a five-point response system was created. In order to collect data, the "Participant Consent Form" prepared by the researcher was used and the form was given to the participants along with the questionnaire.

Table 2.

Closed-Ended Questions of the Survey

Q1. I've acquired the knowledge I'll need to perform my profession. Q2. In the training program, theory and practice were in balance. Q3. Basic training course topics included preparatory information for Coast Guard duties. Q4. The classroom environment was a suitable venue for the subjects covered in the course. Q5. If I could, I would join the Coast Guard directly without participating in any training. Q6. I enjoyed the activities I participated in during the training. Q7. I've improved physically in basic training. Q8. Basic training helped increase my self-confidence. Q9. I didn't hesitate to give feedback on the training program. Q10. The feedback on the training program has been evaluated. Q11. The exams included questions that would measure the knowledge taught in the course. Q12. The degree of difficulty of the exams was at a level that anyone who understood the training could achieve. Q13. At the conferences held, I learned topics I didn't know before. Q14. I felt comfortable in the environment where the lessons were performed. Q15. The rules applied at the Coast Guard school have increased my commitment to the institution. Q16. I didn't have a hard time complying with the rules applied at the Coast Guard School. Q17. The rules applied at the Coast Guard School contributed to the development of self-discipline. Q18. The rules applied at the Coast Guard School were like the rules that should be in every academy. Q19. At the Coast Guard School, I felt a climate where discipline was at the forefront. Q20. The disciplinary legislation supported the rules applied at the Coast Guard School. Q21. Undisciplined conduct, regardless of who committed it, was equally punished. Q22. Boarding training accelerated my recognition of corporate culture. Q23. At the Coast Guard School, hygiene and cleanliness were at the forefront. Q24. The Coast Guard School had areas that were expected to be in every academy. Q25. I was able to take advantage of the Coast Guard School facilities as long as I wanted. Q26. During the basic training, there were any time when I could not devote myself to the training program. Q27. The basic training timeline was well planned. Q28. During basic training, the timeline was effectively implemented. Q29. The basic training period could have been longer. Q30. During basic training, training and rest periods were in balance. Q31. I felt valued during the basic training. Q32. All officer candidates were treated equally during basic training. Q33. I had good relations with my friends during basic training. Q34. Training with officer candidates in different branches gave me the opportunity to learn about different branches. Q35. I didn't lose my motivation to learn during basic training. Q36. The behavior of the instructors in the classroom helped me follow the lesson. Q37. It was appropriate to be trained with opposite-sex officer candidates. Q38. I would have made changes to the Coast Guard School if I had been authorized. Q39. I'd like to get the same basic training again if I could.

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Table 3.

Open-Ended Questions of the Survey

Q1. What are your thoughts on the basic training program at the Coast Guard School? Q2. What are your views on the rules applied at the Coast Guard School? Q3. What are your views on the physical capabilities of the Coast Guard School? Q4. What are your views on the use of your time at the Coast Guard School? Q5. Was there any inappropriate behavior that you observed during your training at the Coast Guard School? What, if any? Q6. If you had a magic wand what would you like to change at the Coast Guard School? Why?

Ethical Procedure

Confidentiality has been a priority in the collection and storage of participant information. Published ethical procedures were followed in the study. Participants were also informed that the obtained data would be stored for a period of seven years. All the OCs stated that they were willing to take part in the study. All questionnaires sent to participants were returned. The research does not carry any physical and psychological risks. The research aims were contained within the questionnaire form. Codes were used instead of real names for answers to open-ended questions. The results obtained from the questionnaires were shared with the participants.

Analysis of data

The answers given to the closed-ended questions prepared in the five-point Likert scale were analyzed with the SPSS analysis program, and those given to the open-ended questions were analyzed with the help of Nvivo 10.0 qualitative research package program.

The validity of the study was provided by using strategies: multiple data collection methods, document analysis and participant consent. In order to ensure the reliability of the study, the names of the participants were coded during the analysis phase, and the appropriateness of the questionnaire questions was confirmed by field experts. The fact that all of the OCs answered the questionnaire voluntarily contributed to the reliability. Mixed studies allow scientists to reach results with realistic and descriptive tables about the subject rather than numbers. The data obtained from the interview and document analysis were matched with the first sub-problems and the relationships between them were revealed. Findings obtained were interpreted in accordance with the data.

Five different detection scales were used to evaluate closed-end survey questions. After determining the scale range (Scale Range= (5-1)/5= 0.80) between the arithmetic averages of the answers ( ), it was evaluated as ”Very Low“ from 1.00 to 1.80, ”Low“ from 1.81 to 2.60, ”Medium“ from 2.61 to 3.40, ”High” from 3.41 to 4.20, and ”Very High” from 4.21 to 5.00.

Findings Test results of OCs for CGS assessment levels and the difference between them are presented in Table- 4.

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Table 4.

Test results

Variable SD SE Q1 4,05 0,09 0,95 Q2 3,53 0,10 1,02 Q3 4,38 0,07 0,68 Q4 3,93 0,08 0,82 Q5 2,41 0,13 1,29 Q6 4,36 0,07 0,70 Q7 4,00 0,10 0,95 Q8 4,06 0,07 0,75 Q9 4,32 0,08 0,75 Q10 4,23 0,07 0,72 Q11 3,66 0,09 0,86 Q12 3,68 0,09 0,92 Q13 3,95 0,10 1,04 Q14 4,30 0,06 0,64 Q15 4,13 0,09 0,91 Q16 4,29 0,08 0,83 Q17 4,08 0,09 0,93 Q18 3,97 0,09 0,94 Q19 4,17 0,09 0,88 Q20 4,36 0,07 0,70 Q21 4,43 0,07 0,69 Q22 3,65 0,12 1,16 Q23 3,40 0,12 1,15 Q24 4,55 0,06 0,59 Q25 4,46 0,08 0,78 Q26 4,39 0,06 0,65 Q27 4,31 0,07 0,72 Q28 4,29 0,08 0,78 Q29 2,50 0,11 1,14 Q30 4,31 0,06 0,65 Q31 4,31 0,08 0,79 Q32 4,20 0,09 0,93 Q33 4,53 0,06 0,59 Q34 4,41 0,08 0,77 Q35 4,17 0,08 0,80 Q36 4,44 0,06 0,61 Q37 3,99 0,10 0,99 Q38 3,51 0,11 1,09 Q39 3,16 0,12 1,20

According to this, on the axis of their opinions on BT OCs rated “Basic training course topics included preparatory information for Coast Guard duties. “, “I enjoyed the activities I participated in during the training.”, “I didn't hesitate to give feedback on the training program.”, “The feedback on the training program has been evaluated.”, “I felt valued during the basic training.” and “The behavior of the instructors in the classroom helped me follow the lesson.” questions as “Very High”. Some of the participants' views on these issues are given below:

“Basic Training was instructive enough regarding the legislation I did not have knowledge of. It prepared me so that I could do my job in the best way possible. It enabled me to learn about the processes that I might encounter while doing my profession in the future. (M-7)”

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“I think it's a school that's fully qualified to give us the training we need to get to be an officer. (M-19)” “My fear was to begin my duty I was assigned with insufficient information. But it wasn't like that. Our commanders and instructors said they would help us even on the boat ... I was a little impatient to start my mission. I think I will be self-confident by combining the theoretical education I have received with experience. (M-21)“

“Basic Training was very high quality and at the same time enjoyable. I can say that the Coast Guard School Command is an educational institution that I have never seen before. Instructors are people with the knowledge and experience required for training. They did their work with care and devotion. The content of the training consisted entirely of issues that would be useful for me personally in the profession. I can say that this training is a carefully arranged opportunity for my personal development. (M-29)" “... I have never felt that I was attracted and cared so much during my education carrier. The staff-oriented work of the school is admirable. (M-33)" “It was obvious that the training was prepared with care by people who knew their job. It provided us with what we need from a professional perspective. (M-37)"

“Listening to our ideas and being able to talk comfortably with our commanders felt like a part of the institution. (M-48)" “I did not think I would encounter such extensive lessons at the Coast Guard School. I thought the actual training place was the boat I would work on. I witnessed that the vocational and law enforcement-related courses I had taken at school were closely related to my profession. (M-56)" “At the Coast Guard School, there were instructors who were innovators, strived with quality education, had sufficient knowledge, and knew the importance of educating trainees in line with the era we are in. It is a successful academy with its new facilities, equipment, technology and layout. For this reason, I consider it a privilege to study at this school. (M-58)"

“There were responsibilities given to the trainees. This allowed us to be strong characters who could lead our subordinates. I think we have received an appropriate education for our profession, which requires self-confidence, strong personality and leadership. (M-65)" “...The lessons made us understand how to behave in the face of the difficulties we will encounter in our professional life… We were asked to participate actively in the lessons as much as possible, even more. I constantly questioned the system and expressed my opinions. I have never been timid about this... (M-71)" “The Basic Training has enabled me to get to know the Coast Guard, to understand it closely, to feel myself belonging here and to adapt to all conditions. (M-76)"

On the axis of their opinions on BT, OCs rated “I've acquired the knowledge I'll need to perform my profession.”, “In the training program, theory and practice were in balance.”, “The classroom environment was a suitable venue for the subjects covered in the course.” , “I've improved physically in basic training.”, “Basic training helped increase my self-confidence.”, “The exams included questions that would measure the knowledge taught in the course.”, “The degree of difficulty of the exams was at a level that anyone who understood the training could achieve.”, “At the conferences held, I learned topics I didn't know before.”, “All officer candidates were treated equally during basic training.”, “I had good relations with my friends during basic training.”, “I didn't lose my motivation to learn during basic training.”, “It was appropriate to be trained with opposite-sex officer candidates.” and “I would have made changes to the Coast Guard School if I had been authorized.” questions as “High”. Some of the participants' views on these issues are given below:

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“...It was not a training program based on our development only with theoretical knowledge. It was a nice program that included practical training, physical activities, and even cultural activities. (M-52) " “It was an adequate and efficient training suitable for the purpose of education. However, there were issues that non-seafarers would have difficulty and could not understand. For this reason, an ad- ditional course can be included with maritime terms. (M-44) "

“...Our instructors and commanders were incredibly equipped. They really took care of us separately and very much. I am very pleased that they try to explain each question (even if it is absurd) one by one. (F-8) " “Training was taken seriously with its social facilities, instructors and facilities. I had the opportunity to observe how an officer should behave in our Command. (M-84) " “...The school was equipped and adequate for training purposes. It could have been more efficient with fewer people...The trainer-trainee ratio was very insufficient. (F-12) "

On the axis of their opinions on BT, OCs rated “I'd like to get the same basic training again if I could.” question as “Medium”.

On the axis of their opinions on BT, OCs rated “If I could, I'd be working directly with the Coast Guard without participating in training.” and “The basic training period could have been longer.” questions as “Low”.

On the axis of their opinions on Rules Applied in the Coast Guard School OCs rated “I didn't have a hard time complying with the rules applied at the Coast Guard School.”, “The disciplinary legislation supported the rules applied at the Coast Guard School”, ”Undisciplined conduct, regardless of who committed it, was equally punished.” and ”Training with officer candidates in different branches gave me the opportunity to not learn about their mission.” questions as “Very High”. Some of the participants' views on these issues are given below:

“Rules bring order where the community is at stake. At the Coast Guard School, it was certainly not personal rules. Being an officer requires obeying the laws and then the rules. Knowing these issues, it is a good practice to continue education. (M-1) " “The rules were actually at the level of simple rules that should be followed in any environment. These were the rules that anyone who wanted to make a career as a soldier had to follow. I didn't have a problem with the rules. (M-4) " “... I was very happy with the rules, as the rules were applied equally to everyone. (F-2)"

“I do not find any deficiencies or excesses in the rules. All the rules of behavior I encountered were not a challenge for us, but rather an instructive lesson. (M-7)" “The rules at the Coast Guard School were generally applied equally to everyone and properly. I think this situation is necessary for the profession and it should continue in the future. (M-41) " “The rules laid down on some subjects were too strict. If it were not so strict, the education level could be raised higher. (F-5)"

“The rules were created to reinforce our internal discipline, to adopt the corporate culture, to instill a spirit of unity and to prepare us for the task completely. (F-8)" On the axis of their opinions on the Rules Applied in the Coast Guard School, OCs rated “The rules applied at the Coast Guard school have increased my commitment to the institution.”, “The rules applied at the Coast Guard School contributed to the development of self-discipline.”, “The rules applied at the Coast Guard School were like the rules that should be in every academy.” and “At the Coast Guard

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School, I felt a climate where discipline was at the forefront.” questions as “High”. Some of the participants' views on these issues are given below: “As a graduate of the Maritime Faculty, I can say that the same rules found in the Coast Guard School are applied both at the faculty I graduated from and the ships I worked on. (M-22)"

“... Of course, I wanted to have a comfortable period and I did not want the obstacles to this. However, if I look at it as a manager, I can say that there is no excessive strain and a harsh attitude in school. (M-27)" "Rules were, of course, very important factors in forming my self-discipline, but some small details could be boring ... (M-31)" “It has been beneficial for us to practice the customs and traditions of the Coast Guard boats in our school. (F-4)"

“The rules were as they should be. There was no bending or compromise at all. If you are a disciplined officer candidate, you can graduate without any difficulties as long as you follow the rules. (M-50)" “I can say that the rules are very consistent, and I don't see any irrationality. (F-6)" "... I witnessed that no rule applied did not cause the slightest pressure or haste on the officer candidates. Thanks to the rules, discipline was always kept alive. I think discipline is a bridge that connects effort and success... (M-56)"

“The rules implemented in the Coast Guard School were based on maritime customs and traditions. (M-69)" On the axis of their opinions on the Coast Guard School's Views on Physical Facilities OCs rated “I felt comfortable in the environment where the lessons were performed.”, “The Coast Guard School had areas that were expected to be in every academy.” and “I was able to take advantage of the Coast Guard School's facilities as long as I wanted.” questions as “Very High”. Some of the participants' views on these issues are given below: “The physical facilities in the Coast Guard School were more than enough except for one thing. This point was that there were not enough opportunities to study in the dormitory area. (M-2) "

“It was sufficient in every respect with its cafeterias, canteen, social sports areas in European standards. There were plenty of opportunities for anyone who wanted to improve themselves. (F-1)" “While the physical facilities of the school allowed me to deal with my hobbies, it also enabled my personal development. (M-6)" “I was able to use the pool as I wanted. Sports fields were open to use. The cafe was very tasty and rich. Frankly, I did not expect such good possibilities. (M-14)"

"The Coast Guard school was without a doubt have the best facility in the physical as private schools or public schools in Turkey ... not bored at all while spending time at the school. It was a dream school where I could improve myself in every way. (M-18)" “The school's library, classrooms, indoor sports hall, basketball courts, Olympic swimming pool and fitness hall were far above national standards. Every aspect was considered for us. (F-11)"

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“I think the Coast Guard School has the physical ability to meet all kinds of needs, except for some minor deficiencies. In addition, the modern facilities increase the attractiveness of the school. (M- 36)" On the axis of their opinions on the Coast Guard School's Views on Physical Facilities OCs rated OCs rated “Boarding training accelerated my recognition of corporate culture.” question as High. Some of the participants' views on these issues are given below:

"I If I could, I would first change the requirement that the training be boarding. As a result, all interns have a certain level of maturity. Living outside could increase their awareness of responsibility... (M-33)” “...Our stay as a boarder gave us a sense of brotherhood. I can also say that this disciplines us and contributes to our regularity. (M-68)” On the axis of their opinions on The Coast Guard School's Views on Physical Facilities OCs rated OCs rated “At the Coast Guard School, hygiene and cleanliness were at the forefront.” question as Medium. Some of the participants' views on these issues are given below:

“The school had a clean and spacious image. I liked regular school sanitation. (F-5)” "One thing that bothered me was that the cleanliness of the guest house area was not good enough. Despite the efforts of the cleaning staff, especially the toilet, bathroom part sometimes remained dirty or did not clean enough... (M-14)” "The guest house we stayed in was better quality and clean than many hotels. Cafeterias were also clean areas that were well thought out for trainees to spend time together. (F-8) “

“Despite the efforts of the cleaning staff, as there were not enough personnel, at some points the lack was felt with excess. Although we did our best to use it clean, there were problems with sanitation because we were a crowded group. (M-45)” On the axis of their opinions on The Coast Guard School's Views on the effective use of time spent at the Coast Guard School OCs rated “During his basic education, there were times when I could devote myself.”, “The basic training timeline was well planned.”, “During the basic training, the timeline was effectively implemented.” and “During the basic training, the training and listening times were in balance.” questions as Very High. Some of the participants' views on these issues are given below: “I have witnessed balanced time planning for both classes and personal needs. In addition, after classes, we have time for sports, study, rest and, most importantly, coffee with our friends. (M-1)”

"Discipline is very important in the Coast Guard School Command. Especially time discipline comes first. I think the importance of time discipline in this profession, where even a minute can cost people their lives, was very successful. It has to go on like this. (M-37)” "I found the time planning done in advance for us. Although this is considered a bad consideration at first, it is a pretty good practice for me. I had the opportunity to devote time to myself during periods outside of training activities. Time was never wasted. I evaluated the time I devoted to myself by playing sports or repeating my daily lessons. (M-7)” “During the day, time passed quite quickly, and in the evening, there was a fantastic time to devote time to ourselves. (M-16)”

“...I've never had trouble sleeping. It was physically comforting for me. I could start the next day with enough rest. The time devoted to lessons and sports ensured that the day was full. It didn't strangle me psychologically. And on weekends, it passed very quickly. I couldn't get out on weekdays, so I was looking forward to the weekend. (M-21)”

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“I can devote time to myself, I can forget a negative behavior that I experienced, a personal problem thanks to physical opportunities. I go to the pool every day. I spend 3 days a week in the gym and 2 days in the library and I'm very happy. (M-26)” “...I especially felt that the phenomenon of observance of time developed in me. (M-66)”

“The timeline was the most appropriate and the best planning that had ever been done. There was enough time both for training and for us to improve ourselves. Such thorough planning of time was the greatest indicator of the value given to us. (M-58)”

Discussion, Conclusions And Recommendations

Using mixed research method, this study attempted to reveal the opinions of OCs who received BT at the CGS.

As Ozdemir (2009) notes, one method of determining the degree to which an institution performs its basic functions is to evaluate it in all its dimensions and with all its stakeholders. For this reason, the assessment of the training program, rules, physical capabilities of the OCs who have been trained for the longest time at the CGS compared to others, and their thoughts on whether time, the most valuable treasure of our age, is being used effectively, have given us an idea of the competence level of the CGS (Yenihan & Oner 2013).

As this study included all the experience and judgments gained by OCs in the training process and concerned the whole of training, it provided the opportunity to evaluate all the functions of the school in accordance with the Model proposed by Saylor et al (1981).

When the OCs' answers to closed-ended questions are examined; it can be said that they are generally very happy with the CGS and training provided. Candidates rated their answers as “Very High” and “High” to questions about the training program, instructors and training environment.

Candidates rated the question of starting office without training as “Low”. This is because they believe that BT is useful for preparing for the task, despite being mentally and physically exposed to various difficulties: a new environment, a different culture, a challenging environment that requires time to adapt. This coincides with the individual benefits of in-service training stated by Aydin (2014). Given that BT is designed to provide instruction in the knowledge, attitude and behavior required for a task, it can be said that OCs are aware of the need and usefulness of BT.

OCs said that they would not hesitate to give feedback, and that statements to this effect are included in the descriptive analysis indicates that the self-confidence of OCs is higher than would usually the expected from an officer. Zimmerman (2000) argues that individuals with self-confidence do their jobs in a confident way. The motivation, determination and positivity expressed by OCs for the future is also compatible with Fredrickson's (2001) theory of positive emotions. Accordingly, as OCs give positive feedback, they believe that both they and the CGS will develop, and that the positive emotions they have will also push them to be innovative. Positive feedback triggers mutual interaction and progress (Gould- ner, 1960).

OCs answered the question that they felt valued during training with a “very high” rating. Like any human being, they want to see value in their environment and feel cared for. Thinking that you see value will also increase OCs' sense of belonging to the Coast Guard (Tyler & Blader, 2000). The CGS is a social environment in which candidates spend almost all of their time during training. That OCs feel valued contributes to their high motivation in training and the development of their sense of belonging to the academy. This feeling indicates that the administration, the training program, its facilities and the

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rules in practice are aimed at developing OCs as individuals.

Another issue that OCs rated highly is the behavior that instructors exhibit in the classroom environment. They described instructors as patient, understanding, selfless, respectful and innovative, who convey their knowledge and experience in good faith, respond to questions with sincerity and interest. While the CGS trainees are present at the school for the training period only, the instructors are the permanent caretakers of the school. The CGS expects and encourages instructors to demonstrate democratic behavior in the classroom as outlined by Wubbels and Brekelmans (2005). The success of the CGS de- pends mainly on the qualifications of the instructors who will operate and implement the system. OCs stated that the CGS instructors made the job look attractive and they were happy to receive training from them. This aspect was described by Darling and Hammond (1999) as having high impact value on students.

The goal of today's training methods is not only for trainees to remember and apply the knowledge taught. In addition, it is expected that they will be able to analyze, synthesize and further evaluate information using the skills they have gained during training (Bekiroglu, 2008). The ultimate goal is to be able to solve problems that may arise by utilizing these developing skills. Although some of the OCs have stated that the theoretical training is slightly more weighted in the training program, it is clear that, on the examination of the program, an acceptable balance of theory and practice is achieved. It is their enthusiasm for learning by doing that is behind their desire for more practice. Practical training is also preferred by the CGS administration. However, limitations such as CGS training aids, number of instructors and training time are taken into account when determining the duration of practical training. These limitations mean that the program cannot be delivered to the extent and depth the CGS would like. Some training cannot be fully implemented due either to their characteristics or to the limitation of opportunities.

OCs stated that the rules applied at the CGS are necessary and that they were able to comply without difficulty. Even if individuals complain about it from time to time, following the rules is considered one of the important functions of social life (Aydin, 2000). Kagitcibasi (2013) stated that rules are created to maintain social order and that individuals follow them, sometimes necessarily, sometimes willingly, sometimes because they trust the behavior of others and believe that their behavior reflects reality. In their opinion, OCs often stated that rules are one of the main conditions for ensuring order. In the beginning, an authority forces individuals to follow the rules by reward if they are followed and punish- ment if they are not followed (Demirkasimoglu, 2015). Furthermore, the values of OCs often overlap with the values of the CGS, easily resulting in adoption behavior. It can be concluded that OCs both believe in the content of the rules and follow the rules in order to obtain certain awards or endorsements or to avoid penalties or disapproval (Iler & Gulova, 2020).

A large and dynamic structure, the CGS physical environment is home to CGS personnel, OCs, large in-door and out-door physical space, education facilities, equipment and training assistants and ameni- ties for personal use. It has been shown in many studies that the physical environment has positive or negative effects on participants (Lafci & Demir, 2019: Beltekin & Radmard, 2013: Celik et al., 2018: Gunbayi & Tokel, 2014). OCs positively rated value of the physical environment in relation to training, its suitability for training activities, and its impact on achieving the purpose of training. OCs stated that they had not been in such an environment before, that they saw this place as their home, and that they could easily ignore some of the CGS shortcomings, further indicating their ability to adapt to the environment.

Some OCs felt that there were some deficiencies in hygiene and cleanliness. Many aspects of hygiene and cleanliness in educational institutions are discussed in the literature. Poor hygiene and cleanliness pose a risk for both the trainee and the trainer (Gunduz, 2004) threatening the environment and the

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quality of training. With students also boarding while training, it is essential to have a high level of hygiene and cleanliness.

At the CGS, great attention is paid to the importance of time management skills for OCs. OCs stated that time is effectively used in the CGS. It is known that good time management in academies has positive effects on participants (Colak et al. 2018). As Drucker (1994) stated, time is a limited resource, and the management function begins primarily with its management. OCs noted that the set times for training, for self-improvement, and for rest were balanced, noting also that there was time and sufficient opportunity for personal development initiatives. The goal of time management at the CGS is not to increase time, but as Erdul (2005) notes, to increase the effectiveness of activities carried out in limited time. OCs are taught to focus on their jobs and, moreover, their priorities rather than looking at the clock to keep time in check. Contrary to popular belief, this doctrine encourages a more systematic way of using time rather than wasting time through working inefficiently (Guclu, 2001).

The CGS has modern facilities and experienced instructors. It is an in-service training institution that trains not only its own staff, but also international personnel from allied organizations. It provides a high level of training in accordance with the needs of the Coast Guard. The OC’s training program is the longest and most comprehensive program of all courses implemented at the CGS. A feature of the training program is that it has a dynamic structure reflecting the changing practical, functional and legal needs of the Coast Guard. From this study it is understood that the training program, the physical conditions of the school, and the rules applied meet OCs’ expectations.

The CGS has facilities and capabilities that is an example for other gendarmerie and Coast Guard schools in Europe. It has connections with Coast Guard agencies of many countries and also trains their personnel. The school will continue to improve in all areas, be open to innovation, integrate technological developments into training programs and make change part of the corporate culture, which will keep it at the level of similar schools in developed countries.

It is important that CGS staff meet with university students on national career days, as well as imple- menting educational exchanges or joint training programs in an international environment. Highlighting the strengths of the school and explaining its opportunities in promotional activities will encourage more foreign countries to request the training provided by the school. This will contribute to the recognition of both the school and the coast guard.

OC training should not be limited to what is required for the performance of the task. The program should assist in the development of their personality, encouraging them to be mentally and physically healthy, innovative individuals able to approach challenges creatively. These attributes will be helpful both in planning a successful career path and in meeting personal and professional expectations and responsibilities.

The OCs stated that some courses at the CGS are theory-heavy and are carried out mainly in the classroom. However, the theory component of any training program is commonly a teaching-listening com- bination and is a necessary model for many of the course components in the CGS program. Training at the CGS is not perceived by candidates as passive. On the contrary, it is perceived as a fully active and constructive process. Learning by doing and experiencing also puts the responsibility for this process on the learner (Acikgoz, 2003). Practical training reinforces the skills being acquired and contributes to the formation of appropriate attitudes and behavioral change. Each practical session will ensure that the OCs take an active role in the learning process and later, support them in seeking solutions to the problems they will encounter when they are appointed. It is clear that just having the knowledge is not enough, practical application of that knowledge is vital. A training model that includes learning by doing and experiencing is essential for a training program to succeed, especially for the CGS.

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Metaphoric Images of School Managers on Covid-19 Pandemic Process: A Mixed Method Research

* Gülsüm Sertel

To cite this acticle:

Gulsum, S. (2021). Metaphoric ımages of school managers on Covid-19 pandemic process: A mixed method research. Journal of Mixed Methods Studies, Issue 3, 19-32 [Online] www.jomesonline.com DOI: 10.14689/jomes.2021.3.2

Abstract. This research was done to reveal the metaphorical images formulated by school managers working in educational institutions affiliated to the Ministry of National Education on covid-19 pandemic process. Each participant answered a standard open-ended questionnaire form, “If I am to formulate a metaphor to describe Covid-19 pandemic process as a school manager… I would formulate…. Because….. The raw data obtained from the answers to the open-ended questionnaire were analyzed both quantitatively and qualitatively. School managers formulated 34 different metaphors on Covid-19 Pandemic Process. These metaphors were grouped under eight different conceptual categories with their common features. The categories in question differed according to the gender of participants. Findings provided detailed information on how school managers perceived the pandemic process. These findings can be used to improve management processes, education, and training services in schools.

Keywords: School manager, metaphor, covid-19, pandemic

Introduction

The Covid-19 virus epidemic, which started in Wuhan in China in December 2019, became a global epidemic in a very short time and was declared as a pandemic by the World Health Organization (WHO) on March 11, 2020 (WHO, 2020a). From the perspective of chaos theory, the pandemic caused a huge storm in Asia as a result of a butterfly flapping its wings (Lorenz, 1972). The global Covid-19 pandemic, which has affected all over the world, has led to a period of uncertainties in all areas from individual and organizational, national and international, micro to macro level globally, especially the health and education sector, economy, politics, industry and so on. Tus, many sectors have been adversely affected by the pandemic. In order to prevent the spread of the virus, different or similar social measures have been taken in each country to protect public health such as closing schools and other restrictions. During the pandemic process, educational institutions both in our country and in many countries were temporarily closed, and it was decided to provide education and training services through distance education. In this process, guidelines, comprehensive reports and recommendations for protecting school and community health have been published by many national and international institutions and organizations. These decisions generally emphasized the responsibilities of school managers, preventing contamination in educational institutions, and organizing distance and face-to-face education. According to the World Health Organization, the decisions and practices of school managers should primarily focus on the general well-being, health and safety of children and ensuring the continuity of education. In addition, the effects of all decisions on children, parents, caregivers, teachers, other staff, and more generally on communities and societies are mentioned (WHO, 2020b).

It can be said that quite a few studies were done on school administrations regarding the crisis periods

* Milli Eğitim Bakanlığı, Antalya, Turkey, [email protected] ORCID:0000-0002-1907-040X

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that occurred during the pandemic process in which educational institutions were closed and distance education or online learning methods began to be applied (Tamrat and Teferra (2020). These are periods when the need for managers increases and the importance of managers is realized in achieving goals, eliminating negativities, determining priorities and time management (Maya, 2014; Tutar, 2004).Thus school managers must have leadership roles that are adaptable, open to learning and change, able to manage order / disorder and the present / future (Tetenbaum, 1998). In this process, educational institutions need managers who make a difference in extraordinary situations, make and implement fast, accurate and effective decisions, create a sense of trust in all their stakeholders, and moreover, managers who demonstrate strong school leadership with education and training leadership.

As in all organizations, managers with crisis management skills and with a chaotic management approach in solving the problems in the chaos environment will be more successful in educational organizations (Bülbül & Erçetin, 2010; Sarı & Sarı, 2020). It is a necessity for school managers to manage effectively the periods of uncertainty as well as the periods of harmony and stagnation in which the routine structure of educational institutions continues to function within the framework of order and logic (Gunter, 1995). Periods of uncertainty is a cognitive state resulting from the inability to make sense of the events encountered (Crigger, 1996). The uncertainty experienced for the future causes a strong stress on the individual (Bailey et al., 2009) and negative reactions to uncertain situations as emotions, thoughts and behavior (Buhr & Dugas, 2002). World Health Organization Europe Director Kluge points out that psychological resilience is a key to the physical and mental health of individuals in the pandemic (Kluge, 2020a), and how we manage our reactions and the resulting stress in this process (Kluge, 2020b). Therefore, it is thought that understanding the feelings and thoughts of school managers about the pandemic process, how they perceive and interpret this process is important in terms of the effectiveness of management processes in educational institutions. In this context, school managers were asked to express their perceptions about the pandemic process via metaphors.

Metaphors also enable individuals to understand nature and its environment, to interpret and make sense of situations that seem meaningless, and to know as a means of making sense of their lives and experiences (Morgan, 1980). Through metaphors, situations that seem abstract and ambiguous are reconstructed through clear, understandable, familiar and more concrete concepts, and unknown situations are transformed into known experiences (Lakoff & Johnson, 2003). On the other hand, metaphors can ignore differences while revealing common and similar aspects of the situation (Morgan, 1980. Metaphors effectively and simply describe the important properties of many complex variables, but shed light on only a part of the present picture (Morgan, 1980; Sterman, 1985). However, although metaphors overshadow some small differences in the holistic picture of the system or space, creating a mental picture equivalent to thousands of words reveals the visual power of metaphors as a very powerful and effective means of communication (Sackmann, 1989). The metaphorical perceptions that the managers will formulate towards the pandemic process will contribute to our understanding of the situation experienced in terms of educational institutions, and the education and management dimension of the process.

Metaphors are generally used to describe a situation, event or phenomenon in its current form or to speed up and improve a process as a tool of change (Morgan, 1986). When studies using metaphors are reviewd, there are many studies on metaphors, changing the strategic orientation of organizations, organizational change, employees 'perceptions of their institutions and teachers' students, and tools that facilitate learning (Balcı, 1999; Gunbayi, 2011; Morgan, 1986; Özar. , 1999; Sackmann, 1989; Sterman, 1985; Şimşek, 1997). In a metaphor study by Bredeson (1985), it was found that school principals use the metaphors of protection-watchfulness, survival and vision for their work. Şimşek (1997) found that faculty members used metaphors of large and bulky animals, such as amoeba, octopus, elephant, etc., and a wild and uncontrolled growing garden, regarding the university before the restructuring.

In this study, it is aimed to describe how the pandemic process is perceived by school managers working in educational institutions. In addition, it is thought that this process will shed light on some of the

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reflections of this process in the education system while making sense of the lives and experiences of school managers regarding the pandemic. The purpose of this study is to reveal the feelings and thoughts of school managers working in educational institutions affiliated to the Ministry of National Education about the covid-19 pandemic process by using metaphor. For this purpose, answers to the following questions were sought:

1. What are the metaphors school managers formulate for the pandemic process? Why? 2. Under what conceptual categories are these metaphors grouped in terms of their common features? 3. Do these conceptual categories differ significantly according to the gender of school managers?

Method

This study is a convergent pattern mixed method research. Mixed method research is a research method in which data collected using quantitative and qualitative methods are integrated, associated or blended (Creswell & Clark, 2017). Convergent mixed design method is a research method in which data are collected simultaneously, analyzed separately, and then the results obtained from qualitative and quantitative databases are compared with each other (Günbayi, 2020).

Sampling

This research was conducted in the state educational institutions affiliated to the Ministry of National Education in the Muratpaşa district of Antalya in the 2020-2021 academic year. 38 managers (school principal and vice principal) participated in the study, selected via equal sample size approach (Creswell & Clark, 2017) based on purposive sampling method. 12 of the participants were female and 26 were male managers, and the average seniority of the participants in the profession was 23 years and the average years of seniority in management was 11 years.

Table 1.

Demographics of school managers

Variable Group f % Female 12 31,58 Gender Male 26 68,42 Principal 16 42,11 Duty Vice Principal 22 57,89 Low (10-19 yeras) 10 26,32 Seniority Medium (20-29 years) 16 42,11 High (30 years +) 12 31,58 Total 38

Data collection

Individual, face-to-face and depth-focused, long-term interactions with school managers on a voluntary basis were carried out using a tape recorder. Participants were asked to formulate a metaphor for the pandemic process, to express their opinions verbally, and to provide a rationale for their metaphors.

Ethical Procedure

In all stages of the study, scientific research ethics were followed. Scientific Research Ethics Committee Approval was obtained. Necessary permissions were obtained from the Antalya Provincial Directorate

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of National Education for the implementation of the study. Participants were informed about the purpose of the study, its confidentiality and security, and that there was no risk of physical or psychological harm. For the interviews conducted on a voluntary basis, permission was obtained from the participants to record audio. It was informed that the interview records would be kept for seven years. Participant confirmation was received immediately after the interviews were transcribed. Research results were shared with the participants who aske for it. In this study, principals were coded as "OM" and vice- principals as "MY".

Analysis of Data

In order to ensure the validity and reliability of the study, internal validity (credibility), external validity (transferability), internal reliability (consistency) and external reliability (verifiability) criteria were taken into consideration (Cohen, Manion & Morrison, 2007). In ensuring the internal validity of the research, all stages were acted in accordance with the issues specified in the research ethics processes. In order to ensure the external validity of the research, the participants were determined by sampling purposefully to contribute to the best way to reveal, understand and interpret the phenomenon.

Interview audio recordings containing the metaphors formulated by the participants and the reasons for their selection were transcribed and analysis process was aided by the use of a qualitative data analysis computer program called NVIVO. After the codes were formed, categories were created for the metaphors that had common features with each other. “Kappa Consistency Analysis” was conducted to determine the level of consistency with the category to which each metaphor belonged in order to ensure internal reliability (consistency). 34 metaphors and 8 categories in the study were sent to a field expert for consistency analysis, and they were asked to match. The coding done by researcher and the matching done by the field expert were subjected to consistency analysis using the SPSS 23 program. As a result of the Kappa analysis, it was seen that the consistency between the opinions of the researcher and the expert was 93%. According to the criteria made by Landis and Koch (1977), this value had a perfect fit. After the theme analysis, descriptive analysis was performed by presenting the participants' reasons for the metaphors in the form of direct quotations. Content analysis was performed in order to interpret the participants' characteristics as independent variables, in a comparative and in-depth manner. Then, analytical generalization was made by discussing the results based on relevant literature (Kelle, 1995; Cohen, Mannion & Morrison, 2007). In order to ensure the external reliability of the study, all data collection tools, raw data, coding made during the analysis phase, and the notes and inferences forming the basis of the report were then stored for confirmation review by an external expert.

After determining a total of 34 metaphors and developing the 8 conceptual categories formed by these metaphors, all data were transferred to the SPSS 23 statistics program. The number (f) and percentage (%) of the participants representing the metaphor and category were calculated. Then, Pearson Chi- Square test was applied to test whether the conceptual categories differed according to the gender of the participants, and the results were analyzed and interpreted.

Findings

Findings of the Metaphors Formulated by School Managers on the Pandemic Process

According to the general findings obtained in this study, a total of 34 valid metaphors related to the pandemic process were formulated by school managers. Women formulated 12 metaphors and men formulated 26 metaphors. Of the 34 metaphors, 12 were formulated only by women and 23 by only men. While all women expressed separate metaphors, 3 metaphors were formulated more than once by men. (Table 2).

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Table 2.

Metaphoric perceptions of school managers regarding the pandemic process

Female Male Total Category Metaphor f % f % f % Something unexpected 1 2,63 1 2,63 Unsolved problem 1 2,63 1 2,63 Uncertainty Intruder 1 2,63 1 2,63 The invisible tunnel 1 2,63 1 2,63 Falling into the pool of a person unable to 2,63 1 2,63 1 swim Earthquake 2 2 5,26 Natural Snowstorm 2 2 5,26 disasters Wind 1 2,63 1 2,63

Flood 2 2 5,26 Turning Bing bang boom 1 2,63 1 2,63 point The beginning or the closing of an era 1 2,63 1 2,63 Test of humanity 1 2,63 1 2,63 Anti hero 1 2,63 1 2,63 Science fiction 1 2,63 1 2,63 Horror film 1 2,63 1 2,63 Figment Modified virus with its fictional structure 1 2,63 1 2,63 An aggressive animal 1 2,63 1 2,63 Driving a simulated vehicle 1 2,63 1 2,63 Seven headed dragon 1 2,63 1 2,63 Zombie film 1 2,63 1 2,63 The plague of our age 1 2,63 1 2,63 Chaos Evil 1 2,63 1 2,63

Health blow 1 2,63 1 2,63 Covid 19 holiday 1 2,63 1 2,63 Prison 1 2,63 1 2,63 2 5,26 Restriction The thing that puts people in shape 1 2,63 1 2,63

Rule maker 1 2,63 1 2,63 The dispossession of liberties 1 2,63 1 2,63 Garden without flowers 1 2,63 1 2,63 School The executioner of education 1 1 2,63

A fruitless tree 1 1 2,63 The union of good and evil 1 2,63 1 2,63 Social life Social unrest 1 2,63 1 2,63

Social absence 1 2,63 1 2,63 Total 12 31,57 26 68,42 38 100,00

In the following sub-headings, descriptive analysis was performed for supporting the features of the 8 conceptual categories developed in this study with direct quotations. These conceptual categories were then compared in terms of the gender of the participants, and content analysis was performed.

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Conceptual Categories

Category 1: Pandemic process as uncertainty

Table 3 shows the metaphors that forms uncertainty category of school managers and the number of participants who formulated each metaphor. According to Table 3, 5 metaphors created by a total of 5 participants represent this category. In this category, women formulated 1 and men formulated 4 metaphors.

Table 3.

Pandemic process as uncertainty

Female Male Total Category Metaphor f % f % f % Something unexpected 1 20 1 20 Unsolved problem 1 20 1 20 Uncertainty Intruder 1 20 1 20 The invisible tunnel 1 20 1 20 Falling into the pool of a person unable to 20 20 1 1 swim Total 1 20 4 80 5 100

Some of the reasons why school managers formulated the uncertainty metaphors are as follows.

“We can think of it as a tunnel with no visible end. As you progress, of course, you encounter problems. " (MY-10).

“Something very sudden is happening, there may be an earthquake, you fall into an unexpected situation when you least expect it. There may be a bomb explosion, when everything is in its place in no time at all, and the routine breaks so suddenly that everything goes in the usual way. Such a thing can happen, sudden changes, you see an elephant in the middle of the bazaar for a moment. (MY-7).

"I see Covid-19 to an unsolvable problem. It is constantly being renewed, the problem is also obvious. But there is no solution. We can think of it as a physics problem, an unsolvable physics problem. We are constantly trying something new, but there are vaccination, restrictions, but we still haven't reached a solution. ” (MY-9)

Category 2: Pandemic Process as a Natural Disaster

Table 4 shows the metaphors that forms natural disaster category of school managers and the number of participants who formulated each metaphor. According to Table 4, 7 metaphors created by a total of 7 participants represent this category. All metaphors in this category have been formulated by male managers.

Table 4.

Pandemic Process as a Natural Disaster

Female Male Total Category Metaphor f % f % f % Earthquake 2 28,57 2 28,57 Natural disasters Snowstorm 2 28,57 2 28,57 Wind 1 14,28 1 14,28 Flood 2 28,57 2 28,57 Total 7 100 7 100

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Some of the reasons why school managers formulated natural disaster metaphors are as follows.

“This seemed like an earthquake to me. After the first very strong quaking, there are such lighter shocks that follow. So when you experience that shock, you panic a little. But after the earthquake you have experienced, you will see your shortcomings, you will see what needs to be done. After that, you will see how plans should be made. So this happened suddenly like a natural phenomenon, it created a destructive effect. Of course, our greatest thing as a human being is the ability to adapt to this effect. Therefore, with this adaptation ability, I think we will overcome it in a very short time. " (MY-12).

“I would compare it to a snowstorm. If you are going out in a snowstorm, you should wear a mask and wear it tightly. Even if it is not going out, it is usually stayed at home. The pandemic forced us both to stay at home and to leave cautiously, even if it is about to leave. " (MY-1).

“I would compare it to snowstorm or blizzard. But the pandemic really disturbed it like a pandemic. It restricted freedoms. It affected the children in the developmental stages of the children very much. So this is seen and clearly seen. Some of them couldn't obey the restrictions anyway. Since they could not obey the restrictions, the disease did not stop, it increased. It is a very difficult process, in other words, a very difficult process. The disease also changes course. Everyone is desperate right now. The thing to do is follow the rules. Paying attention to the mask and distance. Hand hygiene is very important. Pay attention to these. " (MY-3).

“It is like a sudden flood. So you don't expect, you live normally, it feels like a raindrop, but you see, it destroys everywhere. Or, while swimming in a sea without your knowledge, it is like a big wave that hits you suddenly, you take your breath away, you feel like you are drowning. But in the meantime, you can get out of this crisis with your calmness, calmness, and abilities and relax. We can compare it to this. " (OM-12).

Category 3: Pandemic Process as a Turning Point

Table 5 shows the metaphors that forms turning point category of school managers and the number of participants who formulated each metaphor. According to Table 5, 3 metaphors created by a total of 3 participants represent this category. In this category, women formulated 1 and men formulated 2 metaphors.

Table 5.

Pandemic Process as a Turning Point

Female Male Total Category Metaphor f % f % f % Bing Bang 1 33,33 1 33,33 Turning The beginning or the closing of 33,33 33,33 point 1 1 an era

Test of humanity 1 33,33 1 33,33 Total 1 33,33 2 66,66 3 100

Some of the reasons why school managers formulated turning point metaphors are as follows.

“There was an atmosphere of chaos like the Bing Bang. In other words, although we are a lucky school, even though we made all our plans during that holiday period in the first week, we encountered different problems from places you never expected. Like the big bang, it put us in a state of being ready for anything anytime, anywhere. We cannot predict what will come from where. That is why we are always in a defensive state or if we always have this in mind, we apply this plan and if this happens, we are constantly planning different things. Suddenly, I think it was like an Big Bang, everyone tried to protect themselves and organize those scattered particles around them. We tried to do it as a manager. " (MY-20).

“Actually I see this as the closing of an age and the beginning of an age. This is the biggest in terms of not only the education sector, but also the economy, and I think that there are such changes in all kinds of sectors, including the construction sector, and that the reflections on this will emerge better. Therefore, when we see here as the end of an age, the beginning of an age, we will see such changes in the process of change and development in all areas of human life. We are starting to see it now, but I think we will see this in more details in the future. Especially in the education system, we will see that what I call digital transformation, which is also often used as a digital

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transformation, changes, develops and progresses very rapidly. We will see this more clearly in the education sector as a service sector within this sector. (MY-2).

“I view the COVID-19 process as a test of humanity. At this point, I think people should be patient. And of course, while being patient, I think that the necessary precautions should be followed by everyone, taking into account what our healthcare professionals, the scientific committee or people who have leadership characteristics in the society in terms of health, as a society. So it's a test for all of us. " (MY-5).

Category 4: Pandemic Process as figment

Table 6 shows the metaphors that forms figment category of school managers and the number of participants who formulated each metaphor. According to Table 6, 8 metaphors created by a total of 8 participants represent this category. In this category, women formulated 4 and men formulated 4 metaphors.

Table 6.

Pandemic Process as figment

Female Male Total Category Metaphor f % f % f % Anti hero 1 12,5 1 12,5 Science fiction 1 12,5 1 12,5 Horror film 1 12,5 1 12,5 Modified virus with its fictional 12,5 12,5 1 1 Figment structure

An aggressive animal 1 12,5 1 12,5 Driving a simulated vehicle 1 12,5 1 12,5 Seven headed dragon 1 12,5 1 12,5 Zombie film 1 12,5 1 12,5 Total 4 50 4 50 8 100

Some of the reasons why school managers formulated imaginary metaphors are as follows.

“I thought as an anti hero, an extraordinary hero. If you ask why, there is a virus that even the colony can kill, an invisible virus. However, it can kill us, you know, when you think about it, it sounds absurd to people, but the fact that it is invisible scares people as much. On the other hand, if we look at it, it feels as if there is a good side of the coronavirus. Because people started to think about what kind of world they want in this process. " (MY-11).

“I compare it to a horror movie and I also think it is“ biological warfare ”. We are in a horror movie. It is a nightmare that involves the whole world, where we do not know where and how it will turn out, and we approach everything with fear. This is actually a war, our houses have borders, we can give the biggest support in this war by staying in our homes, not going to guests, not coming and by obeying the rules. " (MY-6).

“I think it is a bit like driving a simulation vehicle. Because in this process, we are trying to continue this process without being able to touch the students, which is our most fundamental duty, and without communicating with them one-on-one. So it seemed to me like driving with simulation. You do not touch the vehicle there either, you have a steering wheel in the simulation, you have a gear lever or something, but there is no one-to-one road. So there is only one screen in front of you, you are trying to go through that screen. There, for example, sometimes when you are driving a simulated vehicle, when you rub the car somewhere, it makes noise, but just like in normal life, it is the case of addressing those five sensory organs at once, some of our sensory organs were missing in this process. They tried to learn the importance of those sense organs in the learning process of the students, for example, one or two senses without using the student at all. Actually, the students are doing a very difficult job, so it is clear. " (OM-11).

“If we act individually, no matter how strong we are, we have little chance of succeeding. I compare this to a seven- headed dragon. It dictates to us a process that is integrated against it, where everyone can react to the same at the same time, not one that suspends the others while applying the rule. When we do this, we are successful. When we don't do it, we fail. " (OM-4).

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Category 5: Pandemic Process as Chaos

Table 7 shows the metaphors that forms the chaos category of school managers and the number of participants who formulated each metaphor. According to Table 7, 3 metaphors created by a total of 3 participants represent this category. In this category, women formulated 1 and men formulated 2 metaphors.

Table 7.

Pandemic Process as Chaos

Female Male Total Category Metaphor f % f % f % The plague of our age 1 33,33 1 33,33 Chaos Evil 1 33,33 1 33,33

Health blow 1 1 33,33 Total 1 33,33 2 66,66 3 100

Some of the reasons why school managers formulated chaos metaphors are as follows.

“I think there was a health blow. I see it that way right now. I hope our country will overcome this situation as soon as possible. I want to meet our students as soon as possible. I repeat it over and over again, but it is a whole with its school student, teacher, parent. So I hope to meet them. " (MY-15).

“It really happened like the plague of our age. It is not a disease that can be compared, it is not something that can be compared. They say it's not something that can be tied to the house. After all, the world we live in is the world we live in now, we have turned it over and over again. … Now we will learn to live in peace with the world in a way. We have no other choice." (MY-22).

“Calamity, evil. The disease is obvious. " (M-13).

Category 6: Pandemic Process as Restriction

Table 8 shows the metaphors that form the restriction category of school managers and the number of participants who formulated each metaphor. According to Table 8, 5 metaphors created by a total of 6 participants represent this category. In this category, women formulated 1 and men formulated 5 metaphors.

Table 8.

Pandemic Process as Restriction

Female Male Total Category Metaphor f % f % f % Covid 19 holiday 1 16,66 1 16,66 Prison 1 16,66 1 16,66 2 33,33 Restriction The thing that puts people in shape 1 16,66 1 16,66

Rule maker 1 16,66 1 16,66 The dispossession of liberties 1 16,66 1 16,66 Total 1 16,66 5 83,33 6 100

Some of the reasons why school managers formulated the restriction metaphors are as follows.

“Actually, it put the whole world not only us, but also all countries, even the whole world, into a situation like an open air prison. In other words, people were able to come to school from home, some of them stayed at home when it was not possible to go to school like us. Some of them is a new situation, many of them have started to do their jobs from home, so most of the people do not go to work as a homeoffice, just to meet their needs… ”(OM-16).

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“I can say that freedoms are taken away. In this process, we realized how important freedom is for a person. We stayed at homes, could not go out, we could not travel, we could not do what we wanted, and we realized how valuable these values we have are actually the values we have so far. Again, I think that we have understood the value of health without getting sick, as the old saying goes. (OM-8).

“The rule maker. Because our whole life has been shaped according to pandemic rules. We have to comply with the pandemic rules in order to be protected from the epidemic. " (OM-2).

Category 7: Pandemic Process as a School

Table 9 shows the metaphors that form the school category of school managers and the number of participants who formulated each metaphor. According to Table 9, 3 metaphors created by a total of 3 participants represent this category. In this category, women formulated 1 and men formulated 2 metaphors.

Table 9.

Pandemic Process as a School

Female Male Total Category Metaphor f % f % f % Garden without flowers 1 33,33 1 33,33 School The executioner of education 1 33,33 1 33,33

A fruitless tree 1 33,33 1 33,33 Total 1 33,33 2 66,66 3 100

Some of the reasons why school managers formulated school metaphors are as follows.

“Garden without flowers. Because of the absence of students at the school during the pandemic. " (MY-4).

“I would like to describe the COVID-19 process as the executioner of education in two words, so to speak. In other words, even though we try to do distance education efficiently, nothing beats face-to-face training. In my opinion, what we are doing now is not face-to-face education, but face-to-face instruction. So the training part cannot be done remotely, so I want to call it the executioner of the training. I don't know, maybe it was a very harsh analogy, but. " (OM-7).

“As you know, there were no students in the schools during the pandemic process. I compare it to a tree without leaves and fruits. Because we are educators, an education in our schools away from students is like a dry tree. Therefore, I compare the pandemic process to a tree without leaves and fruits in terms of schools. " (OM-9).

Category 8: Pandemic Process as Social Life

Table 10 shows the metaphors that make up the social life category of school managers and the number of participants who formulated each metaphor. According to Table 10, 3 metaphors created by a total of 3 participants represent this category. All metaphors in this category have been formulated by women.

Table 10.

Pandemic Process as Social Life

Female Male Total Category Metaphor f % f % f % The union of good and evil 1 33,33 1 33,33 Social life Social unrest 1 33,33 1 33,33

Social absence 1 33,33 1 33,33 Total 3 100 3 100

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Some of the reasons why school managers formulated social life metaphors are as follows.

“Social unrest. Because our teachers and students are constantly on the computer, their ability to go out and socialize is limited. For this reason, everyone's psychology is deteriorating. Especially our students are on the edge of being more aggressive, more selfish, more insensitive than they cannot be with their peers. " (OM-5).

“I can say social absence. We have learned once again that human beings are very important in human life. Either social socialization is really important for a person, friend group, peer group, conversation, conversation, sharing… All of this happens with people. Okay, technology has sufficiently supported it during the pandemic period, but I'm really saying it again. What you call education is face-to-face education, when you say people it is socialization. … ”(MY-14).

“I am a person who thinks that there is good in evil and evil in good. I think that every bad thing that happens to us in life is actually not a negative thing but a negative thing, let's not say bad, actually it has its benefits and contributions to us. The evil in good, the good in evil. In a sense, the world had to be cleaned. For example, the beluga whale was even seen in the sea. Isn't it true, in the streams the fish have come to life again, a natural glow? People have changed themselves… ”(OM-15).

Differences of School Managers by Gender in Producing Metaphors

Table 11 shows the categories of metaphors formulated by school managers regarding the pandemic process and the number of participants in each category. Table 11 contains the results of the Chi-square (X²) test, in which 8 metaphor categories formulated by school managers are compared in terms of gender.

Table 11.

The results of the Chi-square test comparing the metaphorical perceptions of school managers regarding the pandemic process according to their gender.

Female Male Total Category f % f % f % 푿ퟐ df p Difference Uncertainty 1 20,00 4 80,00 5 13,16 0,357 1 0.550 -- Natural - 100,00 18,42 - 7 7 3,960 1 0.047* Erkek disasters Turning point 1 33,33 2 66,67 3 7,89 0,005 1 0.946 -- Figment 4 50,00 4 50,00 8 21,05 1,591 1 0.207 -- Chaos 1 33,33 2 66,67 3 7,89 0,005 1 0.946 -- Restriction 1 16,67 5 83,33 6 15,79 0,733 1 0.392 -- School 1 33,33 2 66,67 3 7,89 0,005 1 0.946 -- Social life 3 100,00 - - 3 7,89 7,057 1 0.008* Kadın Total 12 31,58 26 68,42 38 100,00

According to the results of the Chi-square (X²) test in Table 11, the metaphors formulated by male managers in the natural disaster category (Pearson X² = 3,960; p = 0.047) and female managers in the social life category (Pearson X² = 7,057; p = 0.008) differentiates as (p <0.05). While the metaphors formulated by male and female managers are similar in some categories, they are completely different from each other. In addition, it is possible to summarize these differences as follows.

Male managers formulated all of the metaphors in the natural disaster category (n = 7, f = 100%) and female managers formulated all of the metaphors in the social life category (n = 3, f = 100%). Female managers did not formulate any metaphors in the natural disaster category, and male managers in the social life category.

Male managers formulated more metaphors than female managers in 6 categories. These; constraint (n = 5, f = 83.33), uncertainty (n = 4, f = 80%), turning point, chaos and school (n = 2, f = 66, 67%) are metaphors.

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Female managers formulated fewer metaphors than men in every category except for the social life category. The low number of female managers was also effective in this. Both female and male managers formulated an equal number of metaphors in the fictional category (n = 4, f = 50%).

When the data obtained in this study are examined, the following results are obtained.

The categories in which school managers formulate metaphors are imaginary (n = 8, f = 21.05%), natural disaster (n = 7, f = 18.42%), restriction (n = 6, f = 15.79) , uncertainty (n = 5, f = 13.16), turning point (n = 3, f = 7.89), chaos (n = 3, f = 7.89), school (n = 3, f = 7 , 89) and social life (n = 3, f = 7.89).

According to gender, it was observed that female managers formulated the most metaphors in the social life (n = 3, f = 100%) category, and male managers in the natural disaster category (n = 7, f = 100%).

Discussion

In this study, 34 metaphors formulated by school managers for the pandemic process were collected under eight categories as imaginary, natural disaster, restriction, uncertainty, turning point, chaos, school and social life. When the categories were considered, it was seen that the pandemic process, which was a complex and uncertain phenomenon with global effects, was perceived by school managers in different ways and in multidimensional ways. The metaphors formulated by the school managers from the fatal and destructive effect in the process to the uncertainty, from the chaos experienced in the process to the turning point for the future of humanity, and the restrictions in both school and social life reveal a part of the picture of the pandemic process.

While the metaphors formulated by school managers were expected to be mostly about education and school, the fact that the covid-19 virus caused by the pandemic was an imaginary product, compared to natural disasters for its fatal and destructive effect, was composed of metaphors for the restrictions it created in every aspect of our lives and the uncertainty of the process. Metaphors for education and school were among the categories formulated the least in number. It can be thought that this situation is mostly caused by the schools continuing distance education and the decrease in the complexity and intensity in the routine process of the schools in the administrative dimension.

One of the findings of this study shows that the gender factor plays an important role in the mental perceptions of school managers. The most important result of the research is that only female managers in the social life category and only male managers in the natural disaster category formulate metaphors. There are also some studies revealing that there are differences in the metaphorical perceptions of women and men. In a metaphor study conducted by Varisoğlu and Kasaveklioğlu (2019) on teachers who could not be appointed, it was seen that the teachers who could not be appointed metaphorically described women as not working and men as unknown. In the study of Kalkan and Gürses (2019), it was stated that women formulated metaphors for theory and men for the application and distribution of knowledge. On the other hand, it was seen that women played many gender roles in social life, including profession, motherhood, spouse, housewife, kinship, citizenship and individual (Oppong & Abu, 1988). There are studies showing that men and women are in conflict with their roles in the organizational process, contrary to the biological and gender roles expected of them. It was stated that management women showed more masculine characteristics when compared to other women and men during the career progression process (Brewer, Mitchell, & Weber, 2002). In addition, in a study that dealt with the emotional intelligence of women and men, women in the management of their own emotions, empathy and interpersonal social relations; It was stated that men were better at self-confidence, optimism, adaptation and stress management (Goleman, 1998). Dubrin and Dalglish (2003), on the other hand, stated that leadership styles differed according to gender, women displayed relationship-oriented leadership based on cooperation and interaction, and men displayed militaristic leadership based on command and command. Therefore, it can be said that besides gender roles, emotional intelligence and leadership styles are also effective in creating metaphors in the social life category of female managers.

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Conclusion

The aim of this study was to learn the feelings and thoughts of school managers about the pandemic process through metaphor. 38 school managers participating in the study expressed the pandemic process with 34 metaphors and showed that male and female managers have significantly different views in their mental perceptions. The data obtained showed that metaphors could be used as a very powerful tool to understand and make sense of the situation of school managers. It was understood that the pandemic process, which was a complex and uncertain phenomenon with global effects, was perceived by school managers in different ways and multidimensionally. In their opinions on the reasons for formulating metaphors, school managers gave their reasons such as the characteristics of the virus in the pandemic process, its destructive effects on the individual, organization and the environment, the uncertainty and chaos experienced in the process, the limitations in the individual and social life, the things to be done in the process and the possible effects after the process.

Recommendations

Although this study was conducted with school managers, it can be comprehensively analyzed with a larger sample of other stakeholders, including teachers, students and parents. It may even be suggested to carry out similar studies in higher education institutions. By comparing the findings made in different samples, school managers' situation determination and their perspectives on the event can be evaluated.

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