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Dönüşümcü Liderlik ve Öğretim Asistanlarının Öz-yeterlikleri

Year 2018, Volume: 11 Issue: 3, 359 - 382, 03.07.2018
https://doi.org/10.30831/akukeg.386393

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]. 

References

  • Reference Antonakis, J., Avolio, B. J., & Sivasubramaniam, N. (2003). Context and leadership: an examination of the nine-factor full-range leadership theory using the multifactor leadership questionnaire. Leadership Quarterly, 14(3), 261-295.
  • Austin, A. E. (2002). Preparing the next generation of faculty: graduate school as socialization to academic career. The Journal of Higher Education, 73, 1, 94-122. Avolio, B.J. & Bass, B.M. (2004). Multifactor leadership questionnaire (3rd ed.): Manual and sampler set. Menlo Park, CA: Mind Garden.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review. 84, 2, 191-215.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Bandura, A. (2000). Exercise of human agency through collective efficacy. Current Directions in Psychological Science, 9, 3, 75-78.
  • Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 307-337). Greenwich, CT: Information Age.
  • Bass, B.M. (1985). Leadership and performance beyond expectations. New York: Free Press.
  • Bass, B.M. (1990). From transactional to transformational leadership: Learning to share the vision. Organizational Dynamics, 19 (3), 19-32.
  • Bass, B.M. (1998). Transformational leadership: Industrial, military, and educational impact. Mahwah, NJ: Lawrence Erlbaum.
  • Bass, B.M. & Bass, R. (2008). The handbook of leadership: theory, research & managerial applications. New York, NY: Free Press.
  • Bass, B.M. & Riggio, R.E. (2006). Transformational leadership. Mahwah, NJ: Lawrence Earlbaum.
  • Bryman, A. (1992). Charisma and leadership in organizations. London. Sage.
  • Burns, J.M. (1978). Leadership. New York: Harper & Row.
  • Carnegie Foundation for the Advancement of Teaching. (2012). Carnegie Classification of Institutions of Higher Education. Retrieved from http://classifications.carnegiefoundation.org/
  • Council of Graduate Schools (2007). Graduate education: The backbone of American competitiveness and innovation. Retrieved from http://www.cgsnet.org/portals/0/pdf/GR_GradEdAmComp_0407.pdf
  • Day, D.V., & Zaccaro, S.J. (2007). Leadership: A critical historical analysis of the influence of leader traits. In L.L. Koppes (Ed.), Historical perspectives in industrial and organizational psychology. Mahwah, NJ: Lawrence Erlbaum.
  • Den Hartog, D. N., & Koopman, P. L. (2001). Leadership in organizations. In N. Anderson, D. S. Ones, H. K. Sinangil & C. Viswesvaran (Eds.), Handbook of industrial, work and organizational psychology, Volume 2: Organizational psychology. (pp. 166–187). Thousand Oaks, CA: Sage.
  • Golde, C. M., & Dore, T. (2001). At cross purposes: What the experiences of today’s doctoral students reveal about doctoral education. Philadelphia: Pew Charitable Trusts.
  • House, R.J. (1977). A 1976 theory of charismatic leadership. In J.G. Hunt and L.L. Larson (Eds.), Leadership: The cutting edge (pp-189-207). Carbondale: Southern Illinois University Press.
  • Jackson, J.W. (2002). Enhancing self-efficacy and learning performance. The Journal of Experimental Education, 70(3), 243-254.
  • Judge, T. A. & Bono, J. E. (2000). Five-factor model of personality and transformational leadership. Journal of Applied Psychology, 85,5, 751-765.
  • Judge, T. A. & Bono, J. E. (2001). Relationship of core self-evaluations traits –self-esteem, generalized self-efficacy, locus of control, and emotional stability- with job satisfaction and job performance: A meta-analysis. Journal of Applied Psychology, 86(1), 80-92.
  • Judge, T.A., Locke, E.A., Durham, C.C., & Kluger, A.N. (1998). Dispositional effects on job and life satisfaction: The role of core evaluations. Journal of Applied Psychology, 83, 1, 17-34.
  • Kirkpatrick, S.A. & Locke, E.A. (1996). Direct and indirect effects of three core charismatic leadership components on performance and attitudes. Journal of Applied Psychology, 81(1), 36-51.
  • Lane, J., Lane, A.M. & Kyprianou, A. (2004). Self-efficacy, self-esteem, and their impact on academic performance. Social Behavior and Personality, 32(3), 247-256.
  • Larsson, S. & Ronnmark, L. (1996). The concept of charismatic leadership: Its application to an analysis of social movements and a voluntary organization in Sweden. International Journal of Public Sector Management, 9, 7, 32 – 44.
  • Lawrence, F.L. (2006). Leadership in higher education: Views from the presidency. New Brunswick, NJ: Transaction Publishers.
  • Locke, E.A. (1976). The nature and causes of job satisfaction. In M.D. Dunnette (Ed.), Handbook of industrial and organizational psychology (pp. 1297-1349). Chicago: Rand McNally.
  • Luft, J.A., Kurdziel, J.P., Roehrig, G.H., & Turner, J. (2004). Growing a garden without water: Graduate teaching assistants in introductory science laboratories a doctoral/research university. Journal of Research in Science Teaching, 41(3), 211-233.
  • Muenjohn, N. & Armstrong, A. (2008). Evaluating the structural validity of the multifactor leadership questionnaire (mlq), capturing the leadership factors of transformational-transactional leadership. Contemporary Management Research, 4,1, 3-14.
  • Multon, K.D., Brown, S.D., & Lent, R.W. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 38, 30-38.
  • National Center for Education Statistics (2016). The condition of education 2016. Retrieved from https://nces.ed.gov/pubs2016/2016144.pdf.
  • Northouse, P.G. (2007). Leadership: theory and practice (4th ed.). Thousand Oaks, CA: Sage.
  • Park, C. (2004). The graduate teaching assistant (gta): Lessons from north american experience. Teaching in Higher Education, 9, 3, 349-361.
  • Piccolo, R. F., & Colquitt, J. A. (2006). Transformational leadership and job behaviors: The mediating role of core job characteristics. Academy of Management Journal, 49 (2), 327-340.
  • Porter, S.R., Whitcomb, M.E., & Weitzer, W.H. (2004). Multiple surveys of students and survey fatigue. In S.R. Porter (Ed.) Overcoming Survey Research Problems: New Directions for Institutional Research, (pp. 63-73) Francisco: Jossey-Bass.
  • Prieto, L.R. & Altmaier, E.M. (1994). The relationship of prior training and previous teaching experience to self-efficacy among graduate teaching assistants. Research in Higher Education, 35, 481-497.
  • Rubin, R. S., Munz, D. C., & Bommer, W. H. (2005). Leading from within: The effects of emotion recognition and personality on transformational leadership behavior. Academy of Management Journal, 48 (5), 845-858.
  • Scott, J.C. (2006). The mission of the university: Medieval to postmodern transformation. The Journal of Higher Education, 77, 1, 1-39.
  • Shackleton, V., & Wale, P. (2000). Leadership and management. In N. Chmiel (Ed.), Introduction to work and organizational psychology: A European perspective. Malden, MA: Blackwell Publishers.
  • Shamir , B., House, R.J., & Arthur, M.B. (1993). The motivational effects of charismatic leadership: A self-concept based theory. Organization Science, 4 (4), 577-594.
  • Shannon, D.M, Twale, D.J., & Moore, M.S. (1998). TA teaching effectiveness: The impact of training and teaching experience. The Journal of Higher Education, 69(4), 440-466.
  • Stajkovic, A.D. & Luthans, F. (1998). Self-efficacy and work-related performance: A meta-analysis. Psychological Bulletin, 124, 2, 240-261.
  • Stewart, J. (2006). Transformational leadership: An evolving concept examined through the works of Burns, Bass, Avolio, and Leithwood. Retrieved from http://www.umanitoba.ca/publications/cjeap/articles/stewart.html
  • Stogdill, R.M. (1974). Handbook of leadership: A survey of the literature. New York: Free Press.
  • Tollerud, T. R. (1990). The perceived self-efficacy of teaching skills of advanced doctoral students and graduates from counselor education programs. Ph.D. dissertation, The University of Iowa, United States -- Iowa. Retrieved December 21, 2010, from Dissertations & Theses: A&I. (Publication No. AAT 9112495). U.S. Department of Education (2006). A test of leadership: Charting the future of U.S. higher education. Retrieved from http://www2.ed.gov/about/bdscomm/list/hiedfuture/reports/final-report.pdf
  • Walumbwa, F.O., Avolio, B.J., & Zhu, W. (2008). How transformational leadership weaves its influence: The role of identification and efficacy beliefs. Personnel Psychology, 61, 793-825.
  • Wang, G., Oh, I., Courtright, S.H., & Colbert, A.E. (2011). Transformational leadership performance across criteria and levels: A meta-analytic review of 25 years of research. Group & Organization Management, 36(2), 223-270.
  • Weber, M. (1947). The theory of social and economic organizations. Translated by T.Parsons. New York: Free Press.
  • Weiss, H. M. (2002). Deconstructing job satisfaction: Separating evaluations, beliefs, and affective experiences. Human Resource Management Review, 12, 173-194.
  • Wert, E. (1998). Foreword. In M. Marincovich, J. Prostko & F. Stout (Eds.), The professional development of graduate teaching assistants (pp.xvii-xxi). Bolton, MA: Anker Publishing Company.
  • Yukl, G. (2010). Leadership in organizations (7th ed.). Upper Saddle River, New Jersey: Prentice Hall.

Transformational Leadership and Teaching Assistants’ Self-Efficacies

Year 2018, Volume: 11 Issue: 3, 359 - 382, 03.07.2018
https://doi.org/10.30831/akukeg.386393

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].

References

  • Reference Antonakis, J., Avolio, B. J., & Sivasubramaniam, N. (2003). Context and leadership: an examination of the nine-factor full-range leadership theory using the multifactor leadership questionnaire. Leadership Quarterly, 14(3), 261-295.
  • Austin, A. E. (2002). Preparing the next generation of faculty: graduate school as socialization to academic career. The Journal of Higher Education, 73, 1, 94-122. Avolio, B.J. & Bass, B.M. (2004). Multifactor leadership questionnaire (3rd ed.): Manual and sampler set. Menlo Park, CA: Mind Garden.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review. 84, 2, 191-215.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Bandura, A. (2000). Exercise of human agency through collective efficacy. Current Directions in Psychological Science, 9, 3, 75-78.
  • Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 307-337). Greenwich, CT: Information Age.
  • Bass, B.M. (1985). Leadership and performance beyond expectations. New York: Free Press.
  • Bass, B.M. (1990). From transactional to transformational leadership: Learning to share the vision. Organizational Dynamics, 19 (3), 19-32.
  • Bass, B.M. (1998). Transformational leadership: Industrial, military, and educational impact. Mahwah, NJ: Lawrence Erlbaum.
  • Bass, B.M. & Bass, R. (2008). The handbook of leadership: theory, research & managerial applications. New York, NY: Free Press.
  • Bass, B.M. & Riggio, R.E. (2006). Transformational leadership. Mahwah, NJ: Lawrence Earlbaum.
  • Bryman, A. (1992). Charisma and leadership in organizations. London. Sage.
  • Burns, J.M. (1978). Leadership. New York: Harper & Row.
  • Carnegie Foundation for the Advancement of Teaching. (2012). Carnegie Classification of Institutions of Higher Education. Retrieved from http://classifications.carnegiefoundation.org/
  • Council of Graduate Schools (2007). Graduate education: The backbone of American competitiveness and innovation. Retrieved from http://www.cgsnet.org/portals/0/pdf/GR_GradEdAmComp_0407.pdf
  • Day, D.V., & Zaccaro, S.J. (2007). Leadership: A critical historical analysis of the influence of leader traits. In L.L. Koppes (Ed.), Historical perspectives in industrial and organizational psychology. Mahwah, NJ: Lawrence Erlbaum.
  • Den Hartog, D. N., & Koopman, P. L. (2001). Leadership in organizations. In N. Anderson, D. S. Ones, H. K. Sinangil & C. Viswesvaran (Eds.), Handbook of industrial, work and organizational psychology, Volume 2: Organizational psychology. (pp. 166–187). Thousand Oaks, CA: Sage.
  • Golde, C. M., & Dore, T. (2001). At cross purposes: What the experiences of today’s doctoral students reveal about doctoral education. Philadelphia: Pew Charitable Trusts.
  • House, R.J. (1977). A 1976 theory of charismatic leadership. In J.G. Hunt and L.L. Larson (Eds.), Leadership: The cutting edge (pp-189-207). Carbondale: Southern Illinois University Press.
  • Jackson, J.W. (2002). Enhancing self-efficacy and learning performance. The Journal of Experimental Education, 70(3), 243-254.
  • Judge, T. A. & Bono, J. E. (2000). Five-factor model of personality and transformational leadership. Journal of Applied Psychology, 85,5, 751-765.
  • Judge, T. A. & Bono, J. E. (2001). Relationship of core self-evaluations traits –self-esteem, generalized self-efficacy, locus of control, and emotional stability- with job satisfaction and job performance: A meta-analysis. Journal of Applied Psychology, 86(1), 80-92.
  • Judge, T.A., Locke, E.A., Durham, C.C., & Kluger, A.N. (1998). Dispositional effects on job and life satisfaction: The role of core evaluations. Journal of Applied Psychology, 83, 1, 17-34.
  • Kirkpatrick, S.A. & Locke, E.A. (1996). Direct and indirect effects of three core charismatic leadership components on performance and attitudes. Journal of Applied Psychology, 81(1), 36-51.
  • Lane, J., Lane, A.M. & Kyprianou, A. (2004). Self-efficacy, self-esteem, and their impact on academic performance. Social Behavior and Personality, 32(3), 247-256.
  • Larsson, S. & Ronnmark, L. (1996). The concept of charismatic leadership: Its application to an analysis of social movements and a voluntary organization in Sweden. International Journal of Public Sector Management, 9, 7, 32 – 44.
  • Lawrence, F.L. (2006). Leadership in higher education: Views from the presidency. New Brunswick, NJ: Transaction Publishers.
  • Locke, E.A. (1976). The nature and causes of job satisfaction. In M.D. Dunnette (Ed.), Handbook of industrial and organizational psychology (pp. 1297-1349). Chicago: Rand McNally.
  • Luft, J.A., Kurdziel, J.P., Roehrig, G.H., & Turner, J. (2004). Growing a garden without water: Graduate teaching assistants in introductory science laboratories a doctoral/research university. Journal of Research in Science Teaching, 41(3), 211-233.
  • Muenjohn, N. & Armstrong, A. (2008). Evaluating the structural validity of the multifactor leadership questionnaire (mlq), capturing the leadership factors of transformational-transactional leadership. Contemporary Management Research, 4,1, 3-14.
  • Multon, K.D., Brown, S.D., & Lent, R.W. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 38, 30-38.
  • National Center for Education Statistics (2016). The condition of education 2016. Retrieved from https://nces.ed.gov/pubs2016/2016144.pdf.
  • Northouse, P.G. (2007). Leadership: theory and practice (4th ed.). Thousand Oaks, CA: Sage.
  • Park, C. (2004). The graduate teaching assistant (gta): Lessons from north american experience. Teaching in Higher Education, 9, 3, 349-361.
  • Piccolo, R. F., & Colquitt, J. A. (2006). Transformational leadership and job behaviors: The mediating role of core job characteristics. Academy of Management Journal, 49 (2), 327-340.
  • Porter, S.R., Whitcomb, M.E., & Weitzer, W.H. (2004). Multiple surveys of students and survey fatigue. In S.R. Porter (Ed.) Overcoming Survey Research Problems: New Directions for Institutional Research, (pp. 63-73) Francisco: Jossey-Bass.
  • Prieto, L.R. & Altmaier, E.M. (1994). The relationship of prior training and previous teaching experience to self-efficacy among graduate teaching assistants. Research in Higher Education, 35, 481-497.
  • Rubin, R. S., Munz, D. C., & Bommer, W. H. (2005). Leading from within: The effects of emotion recognition and personality on transformational leadership behavior. Academy of Management Journal, 48 (5), 845-858.
  • Scott, J.C. (2006). The mission of the university: Medieval to postmodern transformation. The Journal of Higher Education, 77, 1, 1-39.
  • Shackleton, V., & Wale, P. (2000). Leadership and management. In N. Chmiel (Ed.), Introduction to work and organizational psychology: A European perspective. Malden, MA: Blackwell Publishers.
  • Shamir , B., House, R.J., & Arthur, M.B. (1993). The motivational effects of charismatic leadership: A self-concept based theory. Organization Science, 4 (4), 577-594.
  • Shannon, D.M, Twale, D.J., & Moore, M.S. (1998). TA teaching effectiveness: The impact of training and teaching experience. The Journal of Higher Education, 69(4), 440-466.
  • Stajkovic, A.D. & Luthans, F. (1998). Self-efficacy and work-related performance: A meta-analysis. Psychological Bulletin, 124, 2, 240-261.
  • Stewart, J. (2006). Transformational leadership: An evolving concept examined through the works of Burns, Bass, Avolio, and Leithwood. Retrieved from http://www.umanitoba.ca/publications/cjeap/articles/stewart.html
  • Stogdill, R.M. (1974). Handbook of leadership: A survey of the literature. New York: Free Press.
  • Tollerud, T. R. (1990). The perceived self-efficacy of teaching skills of advanced doctoral students and graduates from counselor education programs. Ph.D. dissertation, The University of Iowa, United States -- Iowa. Retrieved December 21, 2010, from Dissertations & Theses: A&I. (Publication No. AAT 9112495). U.S. Department of Education (2006). A test of leadership: Charting the future of U.S. higher education. Retrieved from http://www2.ed.gov/about/bdscomm/list/hiedfuture/reports/final-report.pdf
  • Walumbwa, F.O., Avolio, B.J., & Zhu, W. (2008). How transformational leadership weaves its influence: The role of identification and efficacy beliefs. Personnel Psychology, 61, 793-825.
  • Wang, G., Oh, I., Courtright, S.H., & Colbert, A.E. (2011). Transformational leadership performance across criteria and levels: A meta-analytic review of 25 years of research. Group & Organization Management, 36(2), 223-270.
  • Weber, M. (1947). The theory of social and economic organizations. Translated by T.Parsons. New York: Free Press.
  • Weiss, H. M. (2002). Deconstructing job satisfaction: Separating evaluations, beliefs, and affective experiences. Human Resource Management Review, 12, 173-194.
  • Wert, E. (1998). Foreword. In M. Marincovich, J. Prostko & F. Stout (Eds.), The professional development of graduate teaching assistants (pp.xvii-xxi). Bolton, MA: Anker Publishing Company.
  • Yukl, G. (2010). Leadership in organizations (7th ed.). Upper Saddle River, New Jersey: Prentice Hall.
There are 52 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Ömer Avcı

Publication Date July 3, 2018
Submission Date January 30, 2018
Published in Issue Year 2018 Volume: 11 Issue: 3

Cite

APA Avcı, Ö. (2018). Transformational Leadership and Teaching Assistants’ Self-Efficacies. Journal of Theoretical Educational Science, 11(3), 359-382. https://doi.org/10.30831/akukeg.386393