Okul Yöneticilerinin Kapsayıcı Liderlik Davranışları ile Öğretmen Özerkliği Arasındaki İlişkinin İncelenmesi

Year 2025, Volume: 58 Issue: 2, 689 - 741, 16.08.2025

Ahmet Gürbüz , Emine Saklan

https://doi.org/10.30964/auebfd.1634784

Abstract

Bu çalışmanın amacı öğretmen algılarına göre okul yöneticilerinin kapsayıcı liderlik davranışları ile öğretmen özerkliği arasındaki ilişkinin incelenmesidir. Nicel araştırma yöntemlerinden ilişkisel tarama modelinde gerçekleştirilen çalışmanın örneklemini 2023-2024 öğretim yılında Gaziantep’in Şehitkamil ilçesinde ilkokul, ortaokul ve lise türü okullarda görev yapan 390 öğretmen oluşturmaktadır. Araştırmada veri toplama aracı olarak Kişisel Bilgi Formu, Kapsayıcı Liderlik Ölçeği ve Öğretmen Özerkliği Ölçeği kullanılmıştır. Veriler Google form aracılığıyla dijital ortamda toplanmış, verilerin analizinde Jamovi 2.3.28 programından yararlanılmıştır. Araştırmada betimsel ve yordamsal istatistik analizleri yapılmıştır. Katılımcıların cinsiyet değişkenine göre kapsayıcı liderlik algıları normal dağılım gösteren ilişkisiz iki örneklemden elde edilen puanların birbirinden anlamlı bir şekilde farklılık gösterip göstermediğini test eden Student’s t testi ve Welch’s t testi ile analiz edilmiştir. Yapılan araştırmada bağımsız örneklem t-testi, tek yönlü varyans analizi (ANOVA), Pearson korelasyon analizi ve çoklu regresyon analizleri kullanılmıştır. Araştırmanın sonuçlarına göre; erkek öğretmenlerin kadın öğretmenlere göre okul yöneticilerini daha destekleyici çalışan liderler olarak gördükleri sonucuna varılmıştır. Kapsayıcı liderlik ile öğretmen özerkliği arasında istatistiksel açıdan anlamlı bir ilişki vardır. Kapsayıcı liderliğin tüm alt boyutlarının öğretmen özerkliğinin öğretim süreci ve hak ve sorumluluklar alt boyutları ile pozitif ilişkisinin olduğu diğer alt boyutlar olan eğitim sistemi ve özerklik uygulamaları alt boyutları ile ilişkisinin olmadığı ortaya çıkmıştır.

Keywords

Kapsayıcı liderlik, okul yöneticisi, öğretmen özerkliği, öğretmen

Exploring of the Relationship Between School Administrators' Inclusive Leadership Behaviours and Teachers' Autonomy

Abstract

This study aims to investigate the correlation between school administrators' inclusive leadership behaviors and teacher autonomy as seen by teachers. The relational survey model, a quantitative research method, was used to conduct the study. The model is based on a sample of 390 teachers working in primary, secondary and high school type schools in Şehitkamil district of Gaziantep in the 2023-2024 academic year. The study utilised the Personal Information Form, the Inclusive Leadership Scale, and the Teacher Autonomy Scale as instruments for data collection. The examination of participants' perceptions of inclusive leadership based on gender was performed using Student's t-test and Welch's t-test.The study employed many analytical techniques, including independent sample t-tests, one-way analysis of variance (ANOVA), Pearson correlation analysis, and multiple regression analyses. The predictive relationship between the perception of inclusive leadership and teacher autonomy was determined through the implementation of simple multiple regression analysis. The study's findings indicated that male teachers perceived school administrators as more supportive leaders compared to their female counterparts. The analysis demonstrated a favorable correlation between all sub-dimensions of inclusive leadership and the sub-dimensions of the teaching process, in addition to the rights and duties associated with teacher autonomy.

Keywords

Inclusive leadership, school administrator, teachers autonomy, teacher

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