Dönüşümcü Liderlik ve Öğretim Asistanlarının Öz-yeterlikleri

Year 2018, , 359 - 382, 03.07.2018

Ömer Avcı

https://doi.org/10.30831/akukeg.386393

Cited By: 1

Abstract

Bu çalışmanın amacı öğretim üyelerinin dönüşümcü liderlik
davranışlarıyla öğretim asistanlarının öğretim öz-yeterlikleri arasındaki
ilişkiyi araştırmaktır. Nicel veriler demografi anketi, MLQ 5x formu (yalnızca
dönüşümcü liderlik maddeleri) ve Öğretim Asistanı Öz-yeterlik Ölçeği (GTSES)
ile toplanmıştır. Regresyon, çoklu regresyon, lojistik regresyon ve betimleyici
istatistikler ile analiz yapılmıştır. Bulgular öğretim üyelerinin dönüşümcü
liderlik davranışlarının hiç birinin (idealize edilmiş etki davranışı, idealize
edilmiş etki atıf, ilham verici motivasyon, bireyselleştirilmiş ilgi ve
entelektüel uyarım) öğretim asistanlarının öğretim öz-yeterliklerini yordamada
istatistiki bir öneme haiz olmadığını göstermiştir. Öğretim asistanlarının
asistanlıktaki yılları ile öğretim öz-yeterlikleri arasında pozitif bir ilişki
bulunmuş [p =
.008], ayrıca öğretim asistanlarının öz-yeterliklerinin öğretim asistanlığı
memnuniyetlerini yordadığı [(Hosmer & Lemeshow) x² = 3.762, p = .807] saptanmıştır. Öğretim
üyelerinin dönüşümcü liderlik davranışlarının öğretim asistanlarının
memnuniyetlerini yordadığı gözlenmiştir [Model x²(1) = 41.03, p < .05]. 

Keywords

Dönüşümcü liderlik, öz-yeterlik

Transformational Leadership and Teaching Assistants’ Self-Efficacies

Abstract

The overall purpose of this study was to investigate
the relationship between transformational leadership behaviors of faculty
supervisors and the graduate teaching self-efficacies of graduate teaching
assistants. Quantitative data were collected on three surveys including a
demographic survey, MLQ form 5x (only transformational leadership items), and
Graduate Teaching Self-Efficacy Scale (GTSES). The statistical tests carried
out were regression, multiple regression, and logistic regression along with
descriptive statistics. Findings showed none of the transformational leadership
behaviors (i.e., idealized influence behavior, idealized influence attribute,
inspirational motivation, individualized consideration, and intellectual
stimulation) of faculty supervisors were statistically significant predictors
of graduate assistant teaching self-efficacies. There was a positive
statistically significant relationship between number of years as a TA and
teaching self-efficacy [p = .008], Teaching
self-efficacies of the TAs significantly predicted their satisfaction as a TA
[(Hosmer & Lemeshow) x² = 3.762, p = .807]. Transformational leadership behaviors of faculty
supervisors predicted the satisfaction of TAs graduate teaching assistants
[Model x²(1) = 41.03, p < .05].

Keywords

Transformational leadership, self-efficacy

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