Dönüşümcü Okul Liderliği ile Öğretmen Öznel İyi Oluşu Arasındaki İlişkinin İncelenmesi

Year 2025, Volume: 5 Issue: 1, 60 - 74, 31.07.2025

Görkem Dağ

Abstract

Bu araştırma, okul müdürlerinin dönüşümcü liderlik davranışları ile öğretmenlerin öznel iyi oluş halleri arasındaki ilişkiyi araştırmaktadır. Araştırma ilişkisel tarama modelinde desenlenmiştir. Araştırma verileri, Karabük ilinde 366 ilkokul ve ortaokul öğretmenlerinden toplanmıştır. Verilerin toplanma sürecinde dönüşümcü liderlik ölçeği ve öğretmen öznel iyi oluş ölçeği kullanılmıştır. Okul müdürlerinin dönüşümcü liderlik davranışları ile öğretmenlerin öznel iyi oluş düzeyleri arasında pozitif yönde orta düzeyde anlamlı bir ilişki olduğu saptanmıştır. Okul müdürlerinin dönüşümcü liderlik davranışları ile öğretmenlerin öznel iyi oluş halleri arasında okul bağlılığı ve öğretim yeterliliği alt boyut düzeyinde pozitif yönde orta düzeyde anlamlı bir ilişki olduğu görülmüştür. Okul müdürlerinin dönüşümcü liderlik alt boyutları ile öğretmen öznel iyi oluş hali alt boyutları arasında anlamlı pozitif yönde ve orta düzeyde bir ilişki olduğu tespit edilmiştir. Bu bulgular, öğretmenlerin okul yöneticilerini güvenilir ve motive edici olarak gördüğünü, yaratıcı düşünceyi teşvik ettiklerini ve bireysel ihtiyaçlara özen gösterdiklerini ortaya koymaktadır. Bu bulgular, dönüşümcü liderliğin öğretmenlerin öznel iyi oluşunu artırdığı yönündeki literatürle örtüşmektedir.

Keywords

Dönüşümcü Liderlik , Öğretmen İyi Olma Hali , Okul Bağlılığı , Öğretim Yeterliliği

Examining the Relationship Between Transformational School Leadership and Teacher Subjective Well-Being

Abstract

This study investigates the relationship between school principals' transformational leadership behaviors and teachers' subjective well-being. The research is designed in a correlational survey model. The data were collected from 366 primary and secondary school teachers in the province of Karabük. During the data collection process, the transformational leadership scale and the teacher subjective well-being scale were used. The research findings revealed a moderately significant positive relationship between the transformational leadership behaviors of school principals and the subjective well-being levels of teachers. It was observed that there was a moderately significant positive relationship between the transformational leadership behaviors of school principals and teachers' subjective well-being at the sub-dimension levels of school commitment and instructional competence. A significant positive and moderate relationship was found between the sub-dimensions of transformational leadership and the sub-dimensions of teachers' subjective well-being. These findings suggest that teachers view school administrators as trustworthy and motivating, encouraging creative thinking, and showing care for individual needs. These findings are consistent with the literature, indicating that transformational leadership enhances teachers' subjective well-being.

Keywords

Transformational Leadership , Teacher Well-Being , School Commitment , Teaching Competency

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