Öğretmen Liderliği ile Okul Müdürlerinin Liderlik Stilleri ve Öğrenen Örgüt Arasındaki İlişkilerin İncelenmesi

Year 2022, Volume: 9 Issue: 1, 1 - 17, 28.06.2022

Alpamys Rakhymzhanov Türker Kurt

https://doi.org/10.51725/etad.1050511

Abstract

Bu araştırmada öğretmen liderliğinin, okulun müdürlerinin liderlik stilleri ve okulların öğrenen örgüt olma durumu ile ilişkisi araştırılmıştır. Bu kapsamda araştırma, Kazakistan’ın Türkistan ilindeki ortaokullarda görev yapan okul yöneticileri ve öğretmenlerden random olarak seçilen 635 kişilik bir örneklemde gerçekleştirilmiştir. Araştırma verilerinin toplanmasında Okullarda Liderlik Kapasitesi Ölçeği, Öğrenen Örgütlerin Boyutları Ölçeği ve Öğretmen Liderliği Ölçeği kullanılmıştır. Üç veri toplama aracının da Kazakistan ortaokullarında uygulanabilmesi için uyarlama çalışmaları yapılmıştır. Araştırma verilerinin analizinde betimsel ve yordayıcı istatistiksel yöntemler kullanılmıştır. Araştırma bulguları öğretmen liderliğinin, okul müdürlerinin liderlik stilleri ve öğrenen örgüt değişkenleri tarafından açıklandığını ortaya koymaktadır. Bu anlamda araştırmada ortaya konulan bulgular, eğitim sistemini reforme etme anlamında ciddi çabalar sarf eden Kazakistan için ve benzer çabaları sürdüren diğer ülkeler için önemli çıkarımlar sunmaktadır. Araştırma sonuçları, eğitim reformlarının başarısında kritik öneme sahip öğretmen liderliğinin gelişmesi için okullarının öğrenen örgüt olarak işlev görme kapasitesinin ve okul müdürlerinin özellikle yenilikçi liderlik kapasitelerini güçlendirilmesi gerektiğini göstermektedir.

Keywords

Öğretmen liderliği, Öğretimsel liderlik, Yenilikçi liderlik, Kazakistan’da okul yönetimi

Examining the Relationship between Teacher Leadership and School Principals’ Leadership Styles and the Learning Organization

Abstract

In this study, the relationship between the teacher leadership and the leadership styles of the school principals and the organizational learning status of the schools wasinvestigated. The research was carried out with a sample of 635 randomly selected from school administrators and teachers working in secondary schools in the Turkestan province of Kazakhstan. Leadership Capacity Scale, Dimensions of Learning Organizations Scale and Teacher Leadership Scale were used to collect data. Adaptation studies were carried out for all three data collection tools. Descriptive and predictive statistical methods were used in the analysis of the data. Results show that teacher leadership is explained by school principals' leadership styles and learning organization variables. In this sense, the findings of the research offer important implications for Kazakhstan, which has made serious efforts to reform the education system, and for other countries that continue similar efforts. The results show that the capacity of schools as learning organizations and innovative leadership of school principals should be strengthened in order to develop teacher leadership, which is critical to the success of educational reforms.

Keywords

Teacher leadership, Instructional leadership, Innovative leadership, School management in Kazakhstan

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