21. Yüzyıl Yetkinlik Çerçeveleri Işığında Liderlik Becerilerinin İncelenmesi: Polis Amirliği Eğitimi Üzerine Bir Değerlendirme

Year 2025, Volume: 27 Issue: 1, 146 - 172, 30.06.2025

Fatih Diken

https://doi.org/10.54627/gcd.1711286

Abstract

Bu araştırma, çağdaş liderlik anlayışının eğitimle ilişkisini, uluslararası düzeyde kabul gören 21. yüzyıl yetkinlik çerçeveleri temelinde incelemektedir. Söz konusu çerçeveler; bireylerin dijital, sosyal ve ekonomik olarak dönüşen dünyada etkili bir şekilde varlık gösterebilmeleri için gerekli bilgi, beceri, tutum ve değerleri tanımlayan referans dokümanlar niteliğindedir. Bu bağlamda liderlik, yalnızca yönetsel bir rol olmanın ötesinde; etik davranış, toplumsal sorumluluk, iş birliği ve değişimi yönetme gibi çok boyutlu yeterlilikleri kapsayan bir alan olarak ele alınmaktadır. Araştırmada, farklı ülke ve kurumlarca geliştirilen uluslararası yetkinlik çerçevelerinde liderlik becerilerinin nasıl tanımlandığı analiz edilmiş ve bu boyutlar, polis amirlerinin eğitimine katkı sunacak bir perspektiften değerlendirilmiştir. Nitel araştırma yönteminin benimsendiği çalışmada, durum çalışması deseni kullanılmış; veriler doküman incelemesi yoluyla toplanmış ve betimsel analiz yaklaşımıyla çözümlenmiştir. Analizler sonucunda, liderlik yetkinliklerinin Takım Çalışması ve İş birliği, Etik ve Sosyal Sorumluluk, Dijital Okuryazarlık ve Teknoloji, Eleştirel Düşünme ve Problem Çözme, Yenilikçilik ve Gelişim Odaklılık, Öz-Yönetim ve Esneklik, Stratejik Karar ve Vizyon, Katılımcı Liderlik ve Sürdürülebilirlik ile İletişim ve İlham Verme olmak üzere dokuz temada toplandığı belirlenmiştir. Çalışma sonucunda, bu liderlik yetkinliklerinin ve alt becerilerinin, polis amirliği temel eğitim müfredatı ile hizmet içi eğitim programlarına entegre edilmesi önerilmektedir.

Keywords

21. Yüzyıl Becerileri, Liderlik, Liderlik Yetkinliği, Polis Eğitimi ve Liderlik

An Examination of Leadership Skills in the Light of 21st-Century Competency Frameworks: An Evaluation on Police Supervisor Training

Abstract

This study examines the relationship between contemporary leadership concepts and education through the lens of internationally recognized 21st-century competency frameworks. These frameworks serve as reference documents that define the knowledge, skills, attitudes, and values necessary for individuals to thrive in an increasingly digital, social, and economic environment. In this context, leadership is conceptualized not only as a managerial role but also as a multidimensional competency encompassing ethical behavior, social responsibility, collaboration, and the ability to manage change. The study analyzes how leadership is addressed within international competency frameworks developed by various countries and institutions and evaluates these dimensions from a perspective that can contribute to the education of police supervisors. Employing a qualitative research method, the study adopts a case study design. Data were collected through document analysis and analyzed using a descriptive approach. The findings indicate that leadership competencies are grouped under nine main themes: Teamwork and Collaboration; Ethics and Social Responsibility; Digital Literacy and Technology; Critical Thinking and Problem Solving; Innovation and Development Orientation; Self-Management and Flexibility; Strategic Decision-Making and Vision; Participatory Leadership and Sustainability; and finally, Communication and Inspiration. The study concludes with the recommendation that these identified leadership competencies and their associated skills be integrated into both the basic training curriculum and in-service training programs for police supervisors.

Keywords

21st-Century Skills, Leadership, Leadership Competence, Police Education, Leadership in Police Training

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