Year 2019, Volume 8 , Issue 3, Pages 752 - 770 2019-09-23

The Relationship Between Teacher Classroom Leadership and Learner Autonomy: The Case of EFL Classrooms
Sınıf-içi Öğretmen Liderliği ve Öğrenen Özerkliği İlişkisi: İngilizcenin Yabancı Dil Olarak Öğretildiği Sınıflar Örneği

Didem ERDEL [1] , Mehmet TAKKAÇ [2]


Learner- and learning-centered approaches have prevailed in language education for a while yet it is fallacious to claim that the roles of teachers have been totally inactivated. Quite the contrary, teacher support, guidance and facilitation have turned out to be of capital importance in the development of such learner skills as autonomy and self-regulation. This study sought to identify the relationship between classroom leadership styles of Turkish EFL writing instructors and the autonomous learning skills of their students. The Full Range Leadership (FRL) Model was the theoretical framework on which the determination of instructors’ leadership styles was grounded. Correlational survey was adopted as the research design, through which research data were collected via a questionnaire consisting of two independent scales, Classroom Leadership Instrument and Autonomous Learning Scale. The questionnaire was administered to 305 students from English Language Teaching and English Language and Literature Departments at a Turkish state university. Research data were analyzed through inferential statistical tests on SPSS. The results of the study revealed that transformational and active transactional leadership styles of instructors significantly correlated with learner autonomy and hence, it was inferred that the students of those instructors displaying such leadership characteristics appeared to be more autonomous in EFL learning.

Öğrenen ve öğrenme merkezli yaklaşımlar dil eğitiminde bir süredir ön planda olmakla birlikte, bu süreçte öğretmen rollerinin tamamen etkisiz kaldığını iddia etmek pek mümkün değildir. Bunun tam aksine, öğretmenlerin öğrencilere destek olması, rehberlik yapması ve öğrenmeyi kolaylaştırması öğrenen özerkliği ve öz düzenleme gibi öğrenci becerilerinin geliştirilmesinde büyük öneme sahip olmuştur. Bu çalışmada, Türkiye’de İngilizcenin yabancı dil olarak öğretildiği sınıflarda yazma (writing) dersini veren öğretim elemanlarının sınıf liderliği stilleri ile bu öğretim elemanlarının öğrencilerinin özerk öğrenme becerileri arasındaki ilişkiyi belirlemek amaçlanmıştır. Öğretmenlerin liderlik stillerinin belirlenmesinde kuramsal çerçeve olarak Tam Kapsamlı Liderlik (TKL) Modeli temel alınmıştır. Araştırma deseni olarak ilişkisel tarama modeli kullanılmış, Sınıf Liderliği Ölçeği ve Özerk Öğrenme Ölçeğinden oluşan bir anket aracılığıyla çalışma verileri toplanmıştır. Anket, Türkiye’deki bir devlet üniversitesinde İngiliz Dili Eğitimi ve İngiliz Dili ve Edebiyatı Bölümlerinde İngilizce yazma dersini alan toplam 305 öğrenciye uygulanmıştır. Toplanan nicel veriler, SPSS programı üzerinden çıkarımsal istatistiki analizlere tabi tutulmuştur. Çalışmanın sonuçları, öğretmenlerin dönüşümcü ve aktif etkileşimci liderlik özelliklerinin, öğrencilerin öğrenen özerkliği ile anlamlı bir şekilde ilişkili olduğunu ve dolayısıyla, bu liderlik özelliklerini sergileyen öğretmenlerin öğrencilerinin İngilizceyi yabancı dil olarak öğrenmede daha özerk olduğunu göstermiştir. 
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Primary Language en
Subjects Social
Journal Section Research Article
Authors

Orcid: 0000-0002-3923-4934
Author: Didem ERDEL (Primary Author)
Institution: IĞDIR ÜNİVERSİTESİ, FEN-EDEBİYAT FAKÜLTESİ, BATI DİLLERİ VE EDEBİYATLARI BÖLÜMÜ
Country: Turkey


Author: Mehmet TAKKAÇ
Institution: ATATÜRK ÜNİVERSİTESİ, KAZIM KARABEKİR EĞİTİM FAKÜLTESİ, YABANCI DİLLER EĞİTİMİ BÖLÜMÜ
Country: Turkey


Dates

Publication Date : September 23, 2019

Bibtex @research article { cije549344, journal = {Cumhuriyet Uluslararası Eğitim Dergisi}, issn = {}, eissn = {2147-1606}, address = {}, publisher = {Cumhuriyet University}, year = {2019}, volume = {8}, pages = {752 - 770}, doi = {}, title = {The Relationship Between Teacher Classroom Leadership and Learner Autonomy: The Case of EFL Classrooms}, key = {cite}, author = {ERDEL, Didem and TAKKAÇ, Mehmet} }
APA ERDEL, D , TAKKAÇ, M . (2019). The Relationship Between Teacher Classroom Leadership and Learner Autonomy: The Case of EFL Classrooms. Cumhuriyet Uluslararası Eğitim Dergisi , 8 (3) , 752-770 . Retrieved from https://dergipark.org.tr/en/pub/cije/issue/48894/549344
MLA ERDEL, D , TAKKAÇ, M . "The Relationship Between Teacher Classroom Leadership and Learner Autonomy: The Case of EFL Classrooms". Cumhuriyet Uluslararası Eğitim Dergisi 8 (2019 ): 752-770 <https://dergipark.org.tr/en/pub/cije/issue/48894/549344>
Chicago ERDEL, D , TAKKAÇ, M . "The Relationship Between Teacher Classroom Leadership and Learner Autonomy: The Case of EFL Classrooms". Cumhuriyet Uluslararası Eğitim Dergisi 8 (2019 ): 752-770
RIS TY - JOUR T1 - The Relationship Between Teacher Classroom Leadership and Learner Autonomy: The Case of EFL Classrooms AU - Didem ERDEL , Mehmet TAKKAÇ Y1 - 2019 PY - 2019 N1 - DO - T2 - Cumhuriyet Uluslararası Eğitim Dergisi JF - Journal JO - JOR SP - 752 EP - 770 VL - 8 IS - 3 SN - -2147-1606 M3 - UR - Y2 - 2019 ER -
EndNote %0 Cumhuriyet Uluslararası Eğitim Dergisi The Relationship Between Teacher Classroom Leadership and Learner Autonomy: The Case of EFL Classrooms %A Didem ERDEL , Mehmet TAKKAÇ %T The Relationship Between Teacher Classroom Leadership and Learner Autonomy: The Case of EFL Classrooms %D 2019 %J Cumhuriyet Uluslararası Eğitim Dergisi %P -2147-1606 %V 8 %N 3 %R %U
ISNAD ERDEL, Didem , TAKKAÇ, Mehmet . "The Relationship Between Teacher Classroom Leadership and Learner Autonomy: The Case of EFL Classrooms". Cumhuriyet Uluslararası Eğitim Dergisi 8 / 3 (September 2019): 752-770 .
AMA ERDEL D , TAKKAÇ M . The Relationship Between Teacher Classroom Leadership and Learner Autonomy: The Case of EFL Classrooms. CIJE. 2019; 8(3): 752-770.
Vancouver ERDEL D , TAKKAÇ M . The Relationship Between Teacher Classroom Leadership and Learner Autonomy: The Case of EFL Classrooms. Cumhuriyet Uluslararası Eğitim Dergisi. 2019; 8(3): 770-752.