Misconceptions in Phenomenological Research in Educational Administration: An Analysis Based

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dc.authoridKARADAG, Engin/0000-0002-9723-3833
dc.contributor.authorCimen, Ismail
dc.contributor.authorKilinc, Ali Cagatay
dc.contributor.authorBektas, Fatih
dc.contributor.authorKaradag, Engin
dc.contributor.authorYalcin, Mikail
dc.date.accessioned2024-09-29T16:07:51Z
dc.date.available2024-09-29T16:07:51Z
dc.date.issued2020
dc.departmentKarabük Üniversitesien_US
dc.description.abstractThe present study intends to determine the ways followed and misconceptions held in the studies of phenomenological research design by analysing the theses in the field of educational administration. By using the database of the Turkish Council of Higher Education Thesis Center, forty master's and ten doctoral theses conducted between the years 2010-2017 in the field of education administration were reviewed and analysed methodologically. The results indicated that researchers did not benefit from international literature on phenomenological research, the aims and objectives of the theses were not appropriate for employing phenomenology, the study groups of the theses were structured in an unfavourable way, the interview questions used to collect data were not directed to the essence of experience, appropriate methods for the process of data analysis process were conducted, and the interpretation of the findings included problematic points. These misconceptions held in phenomenological research were mostly due to not dominating the philosophical underpinnings of phenomenology. Therefore, the researchers planning to conduct their research under the skin of phenomenology need to read enough about and to gain insights into the phenomenological research design before the beginning of their studies.en_US
dc.identifier.doi10.30828/real/2020.1.5
dc.identifier.endpage196en_US
dc.identifier.issn2564-7261
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-85090374891en_US
dc.identifier.scopusqualityQ4en_US
dc.identifier.startpage139en_US
dc.identifier.urihttps://doi.org/10.30828/real/2020.1.5
dc.identifier.urihttps://hdl.handle.net/20.500.14619/7217
dc.identifier.volume5en_US
dc.identifier.wosWOS:000531500600005en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherTurkish Educational Admin Research & Development Assocen_US
dc.relation.ispartofResearch in Educational Administration & Leadershipen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectPhenomenologyen_US
dc.subjectEducational administrationen_US
dc.subjectMethodological evaluationen_US
dc.subjectMisconceptionsen_US
dc.titleMisconceptions in Phenomenological Research in Educational Administration: An Analysis Baseden_US
dc.typeArticleen_US

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