To Accept or to Ignore: School Leaders' Reactions to Errors

Authors: Gül Kurum Tiryakioğlu

Errors are present in every organization, or structure involving people. They are inevitable in schools where school leaders, teachers, students, and parents maintain close contact. School leaders are key persons in managing errors effectively. By managing errors, they can turn them into positive consequences like learning, change at school. Error management is not about preventing errors, but about avoiding the negative consequences of errors and reducing their effects. In this regard, this study aims to reveal the views of school leaders regarding error management and strategies in schools through qualitative research administering semi-structured interviews with ten school leaders. Findings indicate that school leaders' dominant perspective on error is that it is accepted, though a few ignore or deny errors. There are individual (neglect, lack of knowledge and skill, state of well-being) and collective (lack of communication, unclear legislation, school culture) sources of errors. The findings of this study have revealed that error management strategies can be categorized before an error (detailed explanation, setting rules, sharing past errors), after an error (immediate intervention, ignorance, enforcing legislation, mediating, taking advice and warning), and in terms of both cases (communicating, tolerant school culture). The participants regard errors as learning, benefit, and change at school. The study concludes that errors can be managed easily when they are seen as a part of human nature.

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