Öz Liderliğin Öz Yeterlilik ve Üniversite Bağlılığına Etkisi: Müzik Öğretmeni Adayları Üzerinde Bir Araştırma

Öz

Bu çalışmanın amacı, öz liderlik, öz yeterlik ve üniversite bağlılığı değişkenleri arasındaki ilişkiyi ve birbirleri üzerindeki etkilerini bulmaktır. Bu doğrultuda, araştırmacılar tarafından oluşturulan kavramsal modelleri inceleyen ilişkisel tarama modeli kullanılmıştır. Araştırmanın örneklem, 1390 müzik öğretmen adayından oluşmaktadır. Araştırmanın örnekleminde 349 müzik öğretmeni adayı bulunmaktadır. Araştırmanın örneklemi için 10 üniversite seçilmiştir. Öğrencilerin katılımı için basit bir rastgele örnekleme yöntemi kullanılmıştır. Hipotezleri test edebilmek için yapısal denklem modeli oluşturulmuştur. Faktör ve madde sayılarını bulmak için doğrulayıcı faktör analizi yapılmıştır. Veriler, aşırı değerler açısından değerlendirildi ve mahalonobis değerlerine göre 16 veri analizden çıkarılmıştır. Alt boyutların çarpıklık ve basıklık katsayıları, verilerin tek değişkenli normal varsayımını karşılayıp karşılamadığını belirlemek için incelenmiştir. Araştırmada müzik öğretmeni adaylarının öz liderlik davranışları, öz yeterliklerini olumlu ve anlamlı bir şekilde etkilediği sonucuna ulaşılmıştır. Diğer bir sonuca göre, müzik öğretmeni adaylarının öz liderlik davranışları, üniversite bağlılıklarını olumlu ve anlamlı bir şekilde etkilediği bulgulanmıştır. Ayrıca, müzik öğretmeni adaylarının öz yeterliği, üniversite bağlılıklarını olumlu ve anlamlı bir şekilde etkilediği sonucuna varılmıştır. Öz liderlik, öz yeterlik ve üniversite bağlılığının önemli birer yordayıcısı olduğu sonucu elde edilmiştir. Ayrıca öz yeterlik üniversite bağlılığı için önemli bir yordayıcı olduğu sonucuna varılmıştır.

Anahtar Kelimeler

• Öz Liderlik
• Öz Yeterlik
• Üniversite Bağlılığı
• Müzik Öğretmen
• Adayları

The Effect of Self-Leadership on Self-Efficacy and University Commitment: A Study on Preservice Music Teachers

Abstract

The aim of this study was to find out the relationship among variables self-leadership, self-efficacy and university commitment and their effects on each other. Accordingly, correlational survey model was used as the relationships among variable. It examines conceptual models created by researchers. The population included 1390 preservice music teachers. There were 349 preservice music teacher in the population of the research. The research’s sample consisted of 10 universities. A simple random sample was chosen for the participation of the students. Structural equation model was created with the hypotheses. Confirmatory factor analysis was used to find out the factor and item numbers of the them. The data were evaluated in terms of extreme values and 16 data were excluded according to mahalonobis values. The skewness and kurtosis coefficients of the sub-dimensions were examined to determine whether the univariate normality assumption of the data was met. According to the first result, music teacher candidates' self-leadership behaviors positively and significantly affected their self-efficacy. According to second result, preservice music teachers’ self-leadership behaviors positively and significantly affected their university engagement. According to the third result, it was concluded that the self-efficacy of the preservice music teacher affected their university commitment positively and significantly. Self-leadership was an important predictor of self-efficacy and university commitment, and self-efficacy was an important predictor of university commitment.

Keywords

• Self Leadership
• Self Efficacy
• University Commitment
• Preservice Music Teachers

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