Öğretimsel Liderlik Fark Yaratır mı? Öğretimsel Liderlik ile Öğretmen Özerkliği arasındaki İlişkinin İncelenmesi

Year 2022, Volume: 51 Issue: 3, 1518 - 1551, 30.12.2022

Cihat Ay , Abdulvehap Boz

https://doi.org/10.14812/cufej.939224

Cited By: 2

Abstract

Okul müdürlerinin öğretimsel liderlik tarzının öğretmenlik mesleği üzerindeki etkisi çokça incelendi. Ancak, Türkiye'de öğretimsel liderlik ve öğretmen özerkliği arasındaki ilişkileri ele alan daha fazla araştırmaya ihtiyaç olduğu açıktır. Bu nicel çalışma, müdürlerin öğretimsel liderliği ile öğretmen özerkliği arasındaki ilişkiyi araştırmayı amaçlamıştır. Daha da önemlisi, mevcut çalışmada, öğretimsel liderlik davranışlarının öğretmen özerkliğindeki varyansı ne ölçüde açıkladığını belirlemeye çalışılmıştır. Mevcut iki ölçek ile 500 öğretmenden veri toplanmıştır. Öğretmenlerin okul müdürlerinin öğretimsel liderlik davranışları ve öğretmen özerkliğine ilişkin algılarını ölçmek için betimsel istatistik analizi yapılmıştır, Değişkenler arasındaki ilişkiyi değerlendirmek için iki değişkenli korelasyon kullanıldı. Son olarak öğretimsel liderliğinin öğretmen özerkliğindeki varyansı ne ölçüde açıkladığını incelemek için bir regresyon analizine başvuruldu. Sonuçlar okul müdürlerinin öğretimsel liderlik davranışları ile öğretmen özerkliği arasında pozitif bir ilişki olduğunu göstermektedir. Daha da önemlisi, regresyon analizinin sonucu, okul müdürlerinin öğretimsel liderlik stilinin öğretmen özerkliğinin bir yordayıcısı olduğunu ortaya koymaktadır. Bu çalışmanın çıkarımları ve sınırlamaları ile gelecekteki araştırmacılar için öneriler sunulmuştur.

Keywords

Öğretmsel Liderlik, Öğretmen Özerkliği, Liseler, Okul Müdürleri

Supporting Institution

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Project Number

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Thanks

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Does Instructional Leadership Make a Difference? Investigating the Relationship between Instructional Leadership and Teacher Autonomy

Abstract

The effect of principals’ instructional leadership style on the teaching profession has received much scrutiny. However, there is an apparent need for more studies in Turkey that address the relationships between instructional leadership and teacher autonomy. This quantitative study aimed to explore the association between principals’ instructional leadership and teacher autonomy. More importantly, the current study sought to determine the extent to which instructional leadership behaviors explain the variance in teacher autonomy. Two existing scales were conducted to collect data from 500 teachers. We conducted descriptive statistics analysis to measure the teachers’ perception of instructional leadership and teacher autonomy, the bivariate correlation was used to assess the relationship between the variables and finally we conducted a regression analysis to examine the extent to which instructional leadership explains variance in teacher autonomy. The result indicates a positive relationship between principals’ instructional leadership and teacher autonomy. More importantly, the result of regression analysis reveals that principals’ instructional leadership style is a predictor of teacher autonomy. The implications and limitations of this study, as well as recommendations for future researchers, are presented.

Keywords

Instructional Leadership, Teacher Autonomy, High Schools, Principals

Project Number

yok

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