Error Management Culture of School Administrators According to Teachers’ Perspectives

Abstract

The purpose of this study is to determine school administrators' attitudes and practices regarding error management based on teachers' perspectives. The research was conducted using a qualitative research design, specifically the case study method. The sample consists of 14 teachers working at different educational levels in the Nallıhan district of Ankara province. Data were collected through semi-structured interview forms developed by the researchers. Face-to-face interviews were conducted with participants between March and May of the 2024-2025 academic year. The analysis of the data revealed the following findings: School administrators generally define errors as violations of regulations, although in some cases they perceive them as a natural part of learning and professional development. Analytical, supportive, and solution-oriented approaches mostly characterize administrators' responses to errors. Participants define the ideal error management culture as one that is based on fairness and inclusiveness, effective communication and process management, psychological safety, and a commitment to continuous improvement. According to the findings, the most common mistakes made by school administrators include a lack of communication and insufficient teacher participation in decision-making processes. On the other hand, teachers are most likely to make mistakes related to pedagogical approaches, communication problems, time management, and planning deficiencies. It was also observed that both positive and negative emotions are experienced during error management processes. The most frequently used approach in schools is one-on-one communication, accompanied by solution- and development-oriented strategies. Additionally, when school administrators make mistakes, teachers generally respond with understanding, empathy, and constructive and supportive feedback. The results of the study reveal that a certain level of error management culture exists in schools, and that both teachers and administrators approach the process with collaboration and a willingness to improve. Suggestions were made to ensure the continuity and development of the adaptation of both school administrators and teachers to error management processes.