Okul Müdürünün Öğretim Liderliği Davranışları ile Öğretmen Mesleki Öğrenmesi Arasındaki İlişkinin İncelenmesi: Öğretmen Motivasyonunun Aracı Rolü

Year 2023, Volume: 10 Issue: 1, 32 - 46, 31.01.2023

Göktuğhan Yılmaz Ali Çağatay Kılınç

Abstract

Bu araştırmanın amacı, okul müdürünün öğretim liderliği davranışları ile öğretmen mesleki öğrenmesi arasındaki doğrudan ve öğretmen motivasyonu aracılığıyla dolaylı ilişkileri ortaya koymaktır. Araştırma verileri Türkiye’nin Zonguldak ilinde görev yapan toplam 365 öğretmenden toplanmıştır. Öğretim liderliğinin bağımsız, öğretmen motivasyonun aracı ve öğretmen mesleki öğrenmesinin bağımlı değişken olarak kurgulandığı ilişkisel tarama modelindeki bu çalışmada, değişkenler arasındaki yapısal ilişkileri test etmek amacıyla Yapısal Eşitlik Modellemesi (YEM) kullanılmıştır. Araştırma sonuçları, okul müdürlerinin öğretim liderliği davranışlarının öğretmen mesleki öğrenmesiyle doğrudan ve öğretmen motivasyonu üzerinden dolaylı olarak ilişkili olduğunu göstermektedir. Bu araştırma, öğretmen motivasyonunun öğretim liderliği ile öğretmen mesleki öğrenmesi arasındaki ilişkiye aracılık eden bir değişken olduğunu ortaya koyarak alandaki bilgi birikimine katkıda bulunmaktadır. Araştırma sonuçlarına dayalı olarak politika ve uygulamaya dönük bazı çıkarımlar sunulmuştur

Keywords

Öğretim liderliği, öğretmen motivasyonu, öğretmen mesleki öğrenmesi, öğretmen

Examining the Association Between Principal Instructional Leadership Practices and Teacher Professional Learning: The Mediating Role of Teacher Motivation

Abstract

The purpose of this study is to illuminate the direct association between principal instructional leadership practices and teacher professional learning and the indirect relationship via teacher motivation. The data of the study were gathered from 356 teachers working in Zonguldak province of Turkey. This cross-sectional study addressed the principal's instructional leadership as an independent variable, teacher motivation as a mediator, and teacher professional learning as a dependent variable, and performed Structural Education Modelling (SEM) to test the relationships among these variables. Results illustrated that principal instructional leadership had direct association with teacher professional learning, and indirect relationship through teacher motivation. The present study adds evidence to the accumulated knowledge base by concluding that teacher motivation is a significant variable that mediates the empirical link between principal instructional leadership and teacher professional learning. The study provides several implications for policy and practice.

Keywords

Principal instructional leadership, teacher motivation, teacher professional learning, teacher.

References

• Bahous, R., Busher, H., & Nabhani, M. (2016). Teachers’ views of professional learning and collaboration in four urban Lebanese primary schools. Teacher Development, 20(2), 197–212.
• Bektaş, F., Kılınç, A. Ç., & Gümüş, S. (2022). The effects of distributed leadership on teacher professional learning: mediating roles of teacher trust in principal and teacher motivation. Educational Studies, 48(185), 1–23.
• Bellibaş, M. Ş., & Gümüş, S. (2021). The effect of learning-centred leadership and teacher trust on teacher professional learning: Evidence from a centralised education system. Professional Development in Education, doi:10.1080/19415257.2021.1879234
• Bellibaş, M. Ş., Polatcan, M., & Kılınç, A. Ç. (2022). Linking instructional leadership to teacher practices: The mediating effect of shared practice and agency in learning effectiveness. Educational Management Administration & Leadership, 55(5), 812–831.
• Bellibas, M. S., Bulut, O., Hallinger, P., & Wang, W. C. (2016). Developing a validated instructional leadership profile of Turkish primary school principals. International Journal of Educational Research, 75, 115–133.
• Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3–15.
• Bossert, S. T., Dwyer, D. C., Rowan, B., & Lee, G. V. (1982). The instructional management role of the principal. Educational Administration Quarterly, 18(3), 34–64.
• Bruce, C. D., Esmonde, I., Ross, J., Dookie, L., & Beatty, R. (2010). The effects of sustained classroom-embedded teacher professional learning on teacher efficacy and related student achievement. Teaching and Teacher Education, 26(8), 1598–1608.
• Büyüköztürk, Ş. (2021). Sosyal bilimler için veri analizi el kitabı istatistik. Araştırma deseni SPSS uygulamaları ve yorum (29. Baskı). Ankara: Pegem Akademi.
• Büyüköztürk, Ş., Akgün, Ö. E., Karadeniz, Ş., Demirel, F. ve Kılıç, E. (2012). Bilimsel araştırma yöntemleri (11. Baskı). Ankara: Pegem Akademi.
• Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Educational Policy Analysis Archives, 8(1), 1–44.
• Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199.
• Edmonds, R. R (1979). Effective schools for the urban poor. Educational Leadership, 37, 15–27.
• Goddard, R., Goddard, Y., Sook Kim, E., & Miller, R. (2015). A theoretical and empirical analysis of the roles of instructional leadership, teacher collaboration, and collective efficacy beliefs in support of student learning. American Journal of Education, 121(4), 501–530.
• Gokmenoglu, T., Clark, C. M., & Kiraz, E. (2016). Professional development needs of Turkish teachers in an era of national reforms. Australian Journal of Teacher Education, 41(1), 113–125.
• Grissom, J. A., A. J. Egalite, & Lindsay, C. A. (2021). How principals affect students and schools: A systematic synthesis of two decades of research. Research report. New York: Wallace Foundation.
• Gumus, S., Bellibas, M. S., Esen, M., & Gumus, E. (2018). A systematic review of studies on leadership models in educational research from 1980 to 2014. Educational Management Administration & Leadership, 46(1), 25–48.
• Gümüş, S., Apaydın, Ç., & Bellibaş, M. (2018). Adaptation of teacher professional learning scale to Turkish: The validity and reliability study. Journal of Education and Humanities, 9(17), 108–124.
• Hallinger, P. (2003). Leading educational change: Reflections on the practice of instructional and transformational leadership. Cambridge Journal of Education, 33(3), 329–351.
• Hallinger, P. (2005). Instructional leadership and the school principal: A passing fancy that refuses to fade away. Leadership and Policy in Schools, 4(3), 221–240.
• Hallinger, P., & Heck, R. H. (1998). Exploring the principal’s contribution to school effectiveness: 1980–1995. School Effectiveness and School Improvement, 9(2), 157–191.
• Hallinger, P., & Kovačević, J. (2019). A bibliometric review of research on educational administration: Science mapping the literature, 1960 to 2018. Review of Educational Research, 89(3), 335–369.
• Hallinger, P., & Kulophas, D. (2020). The evolving knowledge base on leadership and teacher professional learning: A bibliometric analysis of the literature, 1960–2018. Professional Development in Education, 46(4), 521–540.
• Hallinger, P., & Murphy, J. (1985). Assessing the instructional leadership behavior of principals. Elementary School Journal, 86(2), 217–248.
• Hallinger, P., & Walker, A. (2017). Leading learning in Asia–emerging empirical insights from five societies. Journal of Educational Administration, 55(2), 130–146
• Hallinger, P., Liu, S., & Piyaman, P. (2019). Does principal leadership make a difference in teacher professional learning? A comparative study China and Thailand. Compare: A Journal of Comparative and International Education, 49(3), 341–357.
• Hallinger, P., & Wang, W. C. (2015). Assessing instructional leadership with the Principal Instructional Management Rating Scale. Dordrecht, Netherlands: Springer.
• Ham, S. H., Duyar, I., & Gumus, S. (2015). Agreement of self-other perceptions matters: Analyzing the effectiveness of principal leadership through multi-source assessment. Australian Journal of Education, 59(3), 225–246.
• Han, J., & Yin, H. (2016) Teacher motivation: Definition, research development and implications for teachers, Cogent Education, 3(1), 1–18.
• Hargreaves, A. (1997). From reform to renewal: A new deal for a new age. In A. Hargreaves, & R. Evans (Eds.), Beyond educational reform. Bringing teachers back in (pp. 105–125). Buckingham: Open University Press.
• Harris, A. (2008). Distributed leadership: According to the evidence. Journal of Educational Administration, 46(2), 172–188.
• Heck, R. H., & Hallinger, P. (2014). Modeling the longitudinal effects of school leadership on teaching and learning. Journal of Educational Administration, 52(5), 653–681.
• Karacabey, M. F., Bellibaş, M. Ş., & Adams, D. (2022). Principal leadership and teacher professional learning in Turkish schools: Examining the mediating effects of collective teacher efficacy and teacher trust. Educational Studies, 48(2), 253–272.
• Karaman, M. A., & Smith, R. (2019). Turkish adaptation of achievement motivation measure. International Journal of Progressive Education, 15, 185–197.
• Kulophas, D. & Hallinger, P. (2020). Leadership that matters: creating cultures of academic optimism that support teacher learning in Thailand. Journal of Educational Administration, 58(6), 605–627.
• Kwakman, K. (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and Teacher Education, 19(2), 149–170.
• Leithwood, K. (1992). The move toward transformational leadership. Educational Leadership, 49(5), 8–13.
• Leithwood, K. (1994). Leadership for school restructuring. Educational Administration Quarterly, 30(4), 498–518.
• Leithwood, K. A., Patten, S., & Jantzi, D. (2010). Testing a conception of how school leadership influences student learning. Educational Administration Quarterly, 46(5), 671–706.
• Leithwood, K., & Jantzi, D. (2006). Transformational school leadership for large-scale reform: Effects on students, teachers and their classroom practices. School Effectiveness and School Improvement, 17(2), 201–228.
• Leithwood, K., Sun, J., & Schumacker, R. (2020). How school leadership influences student learning: a test of “the four paths model”. Educational Administration Quarterly, 56(4), 570–599.
• Li, L., Hallinger, P., & Walker, A. (2016). Exploring the mediating effects of trust on principal leadership and teacher professional learning in Hong Kong primary schools. Educational Management Administration & Leadership, 44(1), 20–42.
• Liu, S., & Hallinger, P. (2018). Principal instructional leadership, teacher self-efficacy, and teacher professional learning in China: Testing a mediated-effects model. Educational Administration Quarterly, 54(4), 501–528.
• Liu, S., Hallinger, P., & Feng, D. (2016). Supporting the professional learning of teachers in China: does principal leadership make a difference? Teaching and Teacher Education, 59, 79–91.
• Liu, Y., Bellibaş, M. Ş., & Gümüş, S. (2021). The effect of instructional leadership and distributed leadership on teacher self-efficacy and job satisfaction: Mediating roles of supportive school culture and teacher collaboration. Educational Management Administration & Leadership, 49(3), 430–453.
• MacKinnon, D. P., Lockwood, C. M., & Williams, J. (2004). Confidence limits for the indirect effect: Distribution of the product and resampling methods. Multivariate Behavioral Research, 39(1), 99–128.
• Marks, H., & Printy, S. (2003). Principal leadership and school performance: An integration of transformation and instructional leadership. Educational Administration Quarterly, 39(3), 370–397.
• Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Association for Supervision and Curriculum Development.
• McClelland, D. C. (1961). The achieving society. New York: The Free Press.
• McLaughlin, M. W. (1997). Rebuilding teacher professionalism in the United States. In A. Hargreaves and R. Evans (Eds.), Beyond educational reform. Bringing teachers back in (pp. 77-93). Buckingham: Open University Press.
• Milli Eğitim Bakanlıği [MEB] (2017). Öğretmen Strateji Belgesi. http://oygm.meb.gov.tr/ meb_iys_dosyalar/2018_05/25170118_Teacher_Strategy_Paper_2017-2023.pdf
• Milli Eğitim Bakanlığı [MEB] (2018). 2023 Eğitim Vizyonu. http://2023vizyonu.meb.gov.tr/doc/2023_EGITIM_VIZYONU.pdf
• Milli Eğitim Bakanlığı [MEB] (2020). Kapsayıcı eğiitim bağlamında okul yöneticilerinin mesleki gelişimi programı: Öğretimsel liderlik. Milli Eğitim Bakanlığı Öğretmen Yetiştirme Genel Müdürlüğü Yayınları.
• OECD [Organisation for Economic Co-operation and Development]. (2005). Teachers matter: Attracting, developing and retaining effective teachers. Paris: Organization for Economic Cooperation and Development.
• Opfer, V. D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376–407.
• Özdamar, K. (2003). Modern bilimsel araştırma yöntemleri. Eskişehir: Kaan Kitabevi.
• Özdemir, N. (2020). How to improve teachers’ instructional practices: the role of professional learning activities, classroom observation and leadership content knowledge in Turkey. Journal of Educational Administration, 58(6), 585–603.
• Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4–15.
• Qian, H., & Walker, A. D. (2013). How principals promote and understand teacher development under curriculum reform in China. Asia-Pacific Journal of Teacher Education, 41(3), 304–315.
• Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40(3), 879–891.
• Recepoğlu, E., & Kılınç, A. Ç. (2014). Raising and selecting school administrators in Turkey: Present problems and solutions. Turkish Studies, 9, 1817–1845.
• Smith, R. L., & Karaman, M. A. (2019). Development and validation of the contextual achievement motivation measure. International Journal of Psychology and Educational Studies, 6(3), 16–28.
• Stirling, D. (2014). Teacher motivation (MLA style): Learning Development Institute. 19 March 2016. Web.
• Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Boston, MA: Pearson.
• Thoonen, E. E., Sleegers, P. J., Oort, F. J., Peetsma, T. T. D., Geijsel, F. P. (2011) How to improve teaching practices: the role of teacher motivation, organizational factors, and leadership practices. Educational Administration Quarterly, 47(3), 496–536.
• Timperley, H. (2011). Realizing the power of professional learning. Maidenhead: Open University Press.
• Tran, N. H., Hallinger, P., & Truong, T. (2018). The heart of school improvement: A multi-site case study of leadership for teacher learning in Vietnam. School Leadership & Management, 38(1), 80–101.