Abstract

Leadership is a high-level skill containing 21st-century skills such as setting goals, undertaking responsibility, dealing with uncertainty. This study investigated the mediating role of the contextual characteristics of school consisting of type, level, and size on the relationship between teachers' leadership performance and students' acquisition of leadership skills. We first proposed three hypotheses based on the literature and then tested them. The data were gathered from a totally of 575 teachers working at formal compulsory schools located in the city center of Aksaray in the school year 2020-2021. We accessed the study participants through multi-stage sampling methods (stratified, proportional, random). Data were collected using the leadership potential measurement instrument that the researchers had previously developed. We performed descriptive statistics, correlation analysis, t-test for independent samples, one-way analysis of variance, exploratory factor analysis and path analysis were used in the analysis of the data. While two hypotheses were verified, the hypothesis suggesting the mediating role of the contextual characteristics of the school was rejected. The study found that the frequency of teachers' leadership significantly predicted students' leadership acquisition; however, it found that the contextual characteristics of the school did not have a significant mediating effect. The study concluded that the most important effect on equipping students with leadership skills, regardless of whether the schools are private or public schools, large or small schools, primary or secondary school or high school, is the teacher's leadership behaviors. Based on the results, suggestions have been developed to support leadership education.

Keywords

• student leadership skills
• school contextual qualities
• mediation effect.
• teacher leadership

Öğretmen Liderliği ve Öğrencilerin Liderlik Becerilerini Edinmesi Arasındaki İlişkide Okulun Bağlamsal Niteliklerinin Aracı Etkisi

Abstract

Liderlik, hedef belirleme, belirsizlikle baş etme, sorumluluk üstlenme gibi 21. yy becerilerini kapsayan bir üst beceridir. Bu çalışmada, öğretmenlerin liderlik yapmaları ile öğrencilerin liderlik becerilerini edinimleri arasındaki ilişkide okulların bağlamsal özelliklerinden tür, düzey ve büyüklüğün aracı etkisi incelenmiştir. Literatüre dayalı üç farklı hipotez geliştirilerek bunlara uygun modeller test edilmiştir. Araştırmanın verileri 2020-2021 öğretim yılında Aksaray il merkezindeki okullarda görevli toplam 575 öğretmenden elde edilmiştir. Katılımcılara, çok aşamalı (tabakalı, oransal, tesadüfi) örnekleme yöntemiyle erişilmiştir. Araştırmacıların daha önce geliştirmiş oldukları liderlik potansiyeli ölçme aracı kullanılarak veriler toplanmıştır. Verilerin analizinde tanımlayıcı istatistikler, korelasyon analizi, bağımsız örneklemler için t testi, tek yönlü varyans analizi, açımlayıcı faktör analizi ve yol analizi kullanılmıştır. Test edilen hipotezlerden ikisi doğrulanırken, okulların aracı etkisini öneren hipotez reddedilmiştir. Çalışmada, öğretmenlerin liderlik yapma sıklığının öğrencilerin liderlik edinimini anlamlı şekilde yordadığı bulunurken; okulun bağlamsal özelliklerinin anlamlı bir aracı etkisinin olmadığı bulgusuna ulaşılmıştır. Araştırma sonunda, okulların özel ya da devlet okulu olması, büyük ya da küçük okul olması, ilkokul veya ortaokul ya da lise olması fark etmeksizin öğrencilerin liderlik becerileri edinmelerinde en önemli etkinin öğretmenlerin liderlik davranışları sergilemesi olduğu sonucuna ulaşılmıştır. Bu araştırmanın sonuçları temel alınarak liderlik eğitimini iyileştirici, destekleyici öneriler geliştirilmiştir.

Keywords

• Öğretmen liderliği
• öğrencilerin liderlik becerileri
• okulun bağlamsal özellikleri
• aracı etki.

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