Güçlendirici Liderliğin Örgütsel Gelişime Etkisi: Eğitim Çıktılarının İyileştirilmesi

Abstract

Araştırmanın amacı öğretmenlerin güçlendirici liderlik algılarının örgütsel gelişmişlik düzeyine etkisini incelenmektir. Araştırmanın evrenini Rize ilinde Milli Eğitim Bakanlığına bağlı kurumlarda görev yapan öğretmenler oluşturmaktadır. Çalışmada basit tesadüfi örnekleme yöntemi kullanılmış olup 228 öğretmen araştırmaya katılmıştır. Araştırmanın verileri ‘‘Güçlendirici Liderlik Ölçeği’’ ve ‘‘Örgütsel Gelişim Düzeyi Belirleme Ölçeği’’ kullanılarak toplanmıştır. Elde edilen verilerin analizinde t testi, tekyönlü varyans analizi (ANOVA) ve basit doğrusal regresyon analizi kullanılmıştır. Bulgular, güçlendirici liderlik algısının cinsiyete ve mevcut okul yöneticisiyle birlikte çalışma süresine göre farkılaştığını göstermektedir. Ayrıca öğretmenlerin örgütsel gelişime yönelik algılarının cinsiyete ve çalışılan okul türüne göre farklılaştığı bulgusuna da ulaşılmıştır. Öğretmenlerin güçlendirici liderlik algılarının örgütsel gelişim algıları ile yüksek düzeyde ilişkili olduğu ve güçlendirici liderliğin örgütsel gelişimin önemli bir yordayıcısı olduğu sonucuna ulaşılmıştır. Elde edilen bulgular, güçlendirici liderlik yaklaşımını benimsemenin okulların gelişim düzeylerini artırabileceğini göstermektedir. Değişimin yönlendirilmesindeki etkiyi artırmak için ise okul liderlerinin güçlendirici liderlik konusunda profesyonel gelişimleri sağlanabilir. Kurumsal hedeflere ulaşmak, gelişimi teşvik etmek ve öğretim performansını artırmak için güçlendirici liderlik uygulamalarının kullanılması önemlidir.

Keywords

• öğretmen
• liderlik
• güçlendirici liderlik
• örgütsel gelişmişlik

Leading Education to Better Outcomes: Organizational Development Through Empowering Leadership

Abstract

The objective of this study is to examine the impact of teachers' perceptions of empowering leadership on the extent of organizational development. The study sample comprises teachers employed at educational institutions in Rize province that are affiliated with the Ministry of National Education. In accordance with the requirements of the study, a simple random sampling method was employed, leading to the participation of 228 teachers. The data were collected using the Empowering Leadership Scale and the Organizational Development Level Determination Scale. The data were analyzed using a T-test, one-way analysis of variance (ANOVA), and simple linear regression analysis. The findings indicate that perceptions of empowering leadership vary according to gender and the duration of employment with the current school administrator. Additionally, teachers' perceptions of organizational development differed according to gender and the type of school they worked in. It was concluded that teachers' perceptions of empowering leadership were highly related to their perceptions of organizational development, and that empowering leadership was an important predictor of organizational development. The findings suggest that adopting an empowering leadership approach can increase the development levels of schools. The professional development of school leaders in empowering leadership can be provided to enhance their effectiveness in driving change. It is of great importance to utilize empowering leadership practices to achieve organizational goals, promote development, and improve teaching performance.

Keywords

• teacher
• leadership
• empowering leadership
• organizational development

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