Öğrenme Merkezli Liderlik ve Mesleki Öğrenme İlişkisi: BİLSEM Öğretmenlerine Yönelik Bir Araştırma

Year 2023, Volume: 16 Issue: 1, 142 - 162, 31.01.2023

Mahire Aslan Erdener Arısoy Tuba Gören

https://doi.org/10.30831/akukeg.1179861

Abstract

Bu araştırmada Biilim ve Sanat Merkezi (BİLSEM) öğretmenlerinin görüşlerine göre müdürlerin öğrenme merkezli liderliği ile öğretmenlerin mesleki öğrenmesi arasındaki ilişki incelenmiştir. Daha önce benzer çalışmalar yapılmış olsa da farklı bir bağlam olarak BİLSEM öğretmenlerinin algılarının önemli çıkarımlar sağlayabileceği düşünülmüştür. Araştırmaya 112 BİLSEM öğretmeni katılmıştır. Veriler betimsel istatistikler, korelasyon analizi, basit ve çoklu doğrusal regresyon analizleri ile analiz edilmiştir. Bulgular doğrultusunda, BİLSEM öğretmenlerinin öğrenme merkezli liderlik ve mesleki öğrenme algılarının yüksek olduğu söylenebilir. Araştırma sonucunda, öğrenme merkezli liderliğin öğretmenlerin mesleki öğrenmesini yordadığı sonucuna ulaşılmıştır. Öğrenme merkezli liderliğin öğrenmeye dönük bir vizyon oluşturma ve öğrenme desteği sağlama boyutları, mesleki öğrenme ile ilişkilidir. Ancak öğrenme programını yönetme ve model olma boyutu, mesleki öğrenmeyi yordamamaktadır. Araştırma kapsamında ulaşılan bu bulgular yorumlanmış, literatürdeki benzer çalışmalarla benzerlik ve farklılıkları tartışılmıştır. BİLSEM müdürlerinin göreve başlamadan önce bir eğitim sürecinden geçmeleri, BİLSEM müdürlerine özerklik tanınması gibi önerilerde bulunulmuştur.

Keywords

öğrenme merkezli liderlik, öğretmen mesleki öğrenmesi, bilim ve sanat merkezi, BİLSEM

The Relationship Between Learning-Centered Leadership and Professional Learning: A Study on SAC Teachers

Abstract

In this study, the relationship between principals' learning-centered leadership and teachers' professional learning was examined according to the views of Science and Art Center (SAC) teachers. Although similar studies have been carried out before, it was thought that SAC teachers' perceptions as a different context could provide important implications. 112 SAC teachers participated in the research. Data were analyzed with descriptive statistics, correlation analysis, simple and multiple linear regression analysis. In line with the findings, it can be said that SAC teachers have high perceptions of learning-centered leadership and professional learning. As a result of the research, it was concluded that learning-centered leadership predicted teachers' professional learning. The dimensions of learning-centered leadership, building a learning vision and providing learning support, are related to professional learning. However, the dimension of managing the learning program and modelling does not predict professional learning. These findings reached within the scope of the research were interpreted, and their similarities and differences with similar studies in the literature were discussed. Suggestions were made that SAC principals should go through a training process before starting their duties and that SAC principals should be granted autonomy.

Keywords

learning-centered leadership, teacher professional learning, science and art centers, SAC

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