Öğretmen Liderliği Uygulamalarındaki Engeller ve Kolaylaştırıcılar: Türkiyeli ve Filistinli Öğretmenler Üzerine Karşılaştırmalı Bir Çalışma

Abstract

Bu çalışmanın amacı, Filistin ve Türkiye'deki ilkokullarda görev yapan öğretmenlerinin öğretmen liderliği uygulamalarında karşılaştıkları engeller ve bu liderliği kolaylaştıran unsurları incelemektedir. Nitel araştırma yönteminin benimsendiği araştırmada, 2023-2024 eğitim öğretim yılında Türkiye'nin İzmir ili ve Filistin'in Gazze ilinde yer alan ilkokullarda görev yapan 12’şer öğretmenle derinlemesine görüşmeler yapılmış ve elde edilen veriler içerik analiziyle çözümlenmiştir. Öğretmen liderliğini engelleyen unsurlar “kişisel engeller”, “müdürün ilişki tarzından kaynaklanan engeller”, “müdürün yönetim tarzından kaynaklanan engeller”, “öğretmenler arası ilişki engelleri” ve “öğretmen-veli arasındaki ilişki engelleri” temaları altında toplanmıştır. Buna karşılık, kolaylaştırıcılar "kişisel kolaylaştırıcılar", "müdürün kolaylaştırıcı tutumu", "öğretmenler arası kolaylaştırıcı ilişkiler" ve "öğretmen-veli arasındaki kolaylaştırıcı ilişkiler" temaları altında toplanmıştır. Araştırmada bu temaların karşılaştırmalı analizi sunularak, farklı kültürel ve eğitimsel bağlamlarda öğretmen liderliği dinamiklerine dair detaylı bir anlayış sunulmaktadır. Her iki ülkedeki öğretmenler, kendilerine özgü ve ortak zorluklarla karşı karşıya kalmakta olup, destekleyici unsurlar bu engelleri aşmada kritik bir rol oynamaktadır. Araştırma; öğretmen liderliği uygulamalarını ilkokullarda geliştirmek isteyen öğretmenler, yöneticiler ve politika yapıcılar için pratik öneriler sunmaktadır. Öneriler arasında öğretmen liderliği becerilerini geliştirmeye yönelik hizmet içi eğitim ve atölye çalışmaları, gerekli kaynakların sağlanması ve toplum ve veli desteğinin teşvik edilmesi de bulunmaktadır.

Keywords

• Öğretmen liderliği
• Öğretmen
• İlkokul
• Nitel araştırma
• Karşılaştırmalı çalışma

Challenges and Facilitators in the Implementations of Teacher Leadership: A Comparative Study on Turkish and Palestinian Teachers

Abstract

The aim of this study is to examine the challenges faced by teachers in implementing teacher leadership practices, as well as the factors facilitating this leadership, among primary school teachers in Palestine and Turkey. Adopting a qualitative research approach, in-depth interviews were conducted with 12 teachers from primary schools in Izmir, Turkey, and Gaza, Palestine, during the 2023-2024 academic year. The data obtained were analyzed using content analysis. The factors hindering teacher leadership were categorized under the themes of "personal barriers", "principal’s relationship style barriers", "principal’s management style barriers", "inter-teacher relationship barriers", and "teacher-parent relationship barriers". Conversely, facilitators were grouped under the themes of "personal facilitators", "principal’s facilitative attitude", "inter-teacher facilitative relationships", and "teacher-parent facilitative relationships". By presenting a comparative analysis of these themes, this study contributes to a nuanced understanding of teacher leadership dynamics in diverse cultural and educational contexts. The findings offer practical implications for teachers, administrators, and policymakers aiming to enhance teacher leadership practices in primary schools. Teachers in both regions face unique and shared challenges, and facilitators play a critical role in overcoming these obstacles. Recommendations include targeted training and workshops to develop teacher leadership skills, as well as providing necessary resources and fostering community and parental support

Keywords

• Teacher leadership
• Teacher
• Elementary school
• Qualitative research
• Comparative study

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