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Year 2022, Volume: 22 Issue: 3, 1200 - 1221, 30.09.2022

Kamil Yıldırım Şenyurt Yenipınar

https://doi.org/10.17240/aibuefd.2022..-1124308

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

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

Year 2022, Volume: 22 Issue: 3, 1200 - 1221, 30.09.2022

Kamil Yıldırım Şenyurt Yenipınar

https://doi.org/10.17240/aibuefd.2022..-1124308

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.

References

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  • Elmuti, D., Minnis, W. and Abebe, M. 2005. Does education have a role in developing leadership skills? Management Decision, 43 (7/8), 1018-1031, DOI: 10.1108/0025174 0510610017
  • EURYDICE 2018. National education systems: Ongoing reforms and policy developments. Available from: https://eacea.ec.europa.eu/national-policies/eurydice/general/14-ongoing-reforms-and-policy-developments_en [Accessed 20 May 2021].
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  • Grigoropoulos, J.E. 2020. How can manifesting leadership skills infused with ethos, empathy, and compassion better prepare students to assume leadership roles? International Journal of Progressive Education, 16(1): 54-66.
  • Gumus, S., Bellibas, M.S., Esen, M. and Gumus, E. 2018. A systematic review of studies on leadership models in educational research from 1980 to 2014. Educational Management Administration & Leadership, 46(1), 25-48.
  • Hallinger, P. 2018. Bringing context out of the shadows of leadership. Educational management administration & leadership, 46(1), 5-24.
  • Hallinger, P.and Heck, R.H. 2011. Conceptual and methodological issues in studying school leadership effects as a reciprocal process. School Effectiveness and School Improvement, 22(2): 149-173.
  • Hardie, B., Highfield, C. and Lee, K. 2022. Attitudes and values of teachers and leaders towards entrepreneurship education. Research Papers in Education, https://doi.org/10.1080/02671522.2022.2028891
  • Hattie, J. 2012. Visible learning for teachers: Maximizing impact on learning. New York: Routledge.
  • Haug, B.S. and Mork, S.M. 2021. Taking 21st century skills from vision to classroom: What teachers highlight as supportive professional development in the light of new demands from educational reforms. Teaching and Teacher Education, 100, 103286.
  • Houghton, J.D., Dawley, D. and DiLiello, T.C. 2012. The abbreviated self-leadership questionnaire (ASLQ): A more concise measure of self-leadership. International Journal of Leadership Studies, 7(2), 216-232.
  • Karakütük, K; Tunç, B.; Bülbül, T.; Özdem, G.; Taşdan, M.; Çelikkaleli, Ö. & Ayram, A. (2014). Genel ortaöğretim okullarının büyüklüğü ile okul iklimi arasındaki ilişkinin incelenmesi. Eğitim ve Bilim, 39 (171), 304-316
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  • Kim, M. 2009. The factors influencing leadership skills of gifted and regular students and its implications for gifted education. KEDI Journal of Educational Policy, 6(2): 49-67.
  • Kılınç, A.Ç., Bellibaş, M.Ş. and Bektaş, F. 2021. Antecedents and outcomes of teacher leadership: The role of teacher trust, teacher self-efficacy and instructional practice. International Journal of Educational Management, 35(7), 1556-1571.
  • Konuk, S. and Posner, B.Z. 2021. The effectiveness of a student leadership program in Turkey. Journal of Leadership Education, 20(1): 79-101. https://doi.org/10.12806/V20/I1/R6.
  • Koşar, D., Er, E.R., Kılınç, A.Ç. and Koşar, S. 2017. Analysis of teacher leadership studies: A content analysis study. Inonu University Journal of the Graduate School of Education, 4(7), 29-46. https://doi.org/10.29129/inujgse.317712
  • Kouzes, J.M. and Posner, B.Z. 2018. The Student Leadership Challenge. Hoboken, NJ: Wiley.
  • Lauermann, F. 2017. Teacher motivation, responsibility, pedagogical knowledge and professionalism: a new era for research. In S. Guerriero (Ed.) Pedagogical knowledge and the changing nature of the teaching profession. 173-191. Paris: OECD Publication.
  • Lunenburg, F.C. and Ornstein, A.C. 2022. Educational Administration: Concepts and practices. London: Sage.
  • Mansor, A. N., Hamid, A. H., Medina, N.I., Vikaraman, S.S., Wahab, J.L.A., MohdNor, M.Y. & Alias, B.S. (2022). Challenges and strategies in managing small schools: A case study in Perak, Malaysia. Educational Management Administration & Leadership, 50(4), 694-710. DOI: 10.1177/1741143220942517
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  • Manz, C.C. and Sims Jr., H.P. 1991. Superleadership: Beyond the myth of heroic leadership. Organizational Dynamics, 19(4), 18-35.
  • Manz, C. C. (1986). Self-leadership: Toward an expanded theory of self-influence processes in organizations. Academy of Management review, 11(3), 585-600.
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  • Merriam, S.B. and Tisdell, E.J. 2016. Qualitative research: A guide to design and implementation. San Francisco: John Wiley and Sons.
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There are 75 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Articles
Authors

Kamil Yıldırım 0000-0002-5212-3905

Şenyurt Yenipınar 0000-0002-0568-876X

Publication Date September 30, 2022
Submission Date May 31, 2022
Published in Issue Year 2022 Volume: 22 Issue: 3

Cite

APA Yıldırım, K., & Yenipınar, Ş. (2022). Öğretmen Liderliği ve Öğrencilerin Liderlik Becerilerini Edinmesi Arasındaki İlişkide Okulun Bağlamsal Niteliklerinin Aracı Etkisi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 22(3), 1200-1221. https://doi.org/10.17240/aibuefd.2022..-1124308
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