Lider Öğretmen Rolleri ve Davranışların İncelenmesi: Nitel Bir Araştırma

Year 2022, , 46 - 68, 30.06.2022

Yasemin Ustaoğlu , Aykar Tekin Bozkurt

https://doi.org/10.22596/hej.908345

Cited By: 2

Abstract

Liderlik, eğitim bilimleri alanyazında üzerinde araştırmalar yapılan önemli kavramlardan biridir. Bu çalışmada, öğretmen liderliği kavramına yönelik bir doküman incelemesi yapılmıştır. Öğretmen liderliğine yönelik literatürde yer alan yazınlar incelenmiştir. Nitel bir yaklaşımla yürütülen çalışmada öğretmen liderliği ve lider öğretmen ifadelerinin yakın anlamlı olarak kullanıldığı belirlenmiştir. Bu çalışmada, bu kavramlar anahtar kelime kabul edilerek, Google akademik, Google scholar, Ebsco ve Eric veri tabanları incelenmiştir. Lider öğretmen, öğretmen liderliği rollerini ve boyutlarını bir hayat biçimi haline getirmiş; okul içinde ve dışında liderlik yapan kişilere verilen isimdir. Araştırmada lider öğretmen rollerinin; kolaylaştırıcı/mümkün kılıcı, öğretmenlerin yardımcısı, bireysel gelişimin katalisti, yeni fikirler üreticisi, duygusal destek kaynağı, bilgi kaynağı, programların ve politikaların yöneticisi ve başka öğretmenlerin değerlendiricisi başlıkları altında gruplandığı tespit edilmiştir. Çalışma sonucunda lider öğretmenlerin başlıca rolünün okulun tüm paydaşlarının gelişimi ve sorunlarıyla doğrudan ilgilenme yönünde yoğunlaştığı görülmüştür. Ayrıca lider öğretmenlerin eğitim ve öğretim ortamlarında istendik başarının sağlanabilmesinde etkin bir rol oynadığı belirlenmiştir. Bu bağlamda, bu araştırmada yapılan doküman taraması ile öğretmen liderliğini tanımak, tanıtmak, alanyazına katkı sağlamak amaçlanmaktadır. Araştırma sonucunda, eğitim-öğretim kurumlarında görev yapan öğretmenlerin liderlik rollerinin ve davranışlarının desteklenmesinin önemi tespit edilmiş ve öneriler sunulmuştur.

Keywords

Liderlik, öğretmen liderliği, lider öğretmen

A Research of Teacher Leader Roles and Their Behaviors: A Qualitative Study

Abstract

Leadership is an important concept that has been researched in educational science literature.A document analysis of teacher leadership is made in this research. In this quantitative study, it was determined that the expressions of teacher leadership and teacher leader were used closely. In this research, using these keywords, Google academic, Google scholar, Ebsco and Eric databases were scanned. "Teacher leader" is a name given to people who took teacher leadership roles and dimensions as a lifestyle and are leaders both inside and outside the school. In this research, leader teacher roles are inspected beneath the topics of facilitator/enabler, helper of teachers, the catalyst of personal growth, creator of new ideas, source of emotional support, source of knowledge, the regulator of programs and politics, and evaluator of other teachers. In this study's outcome, it's occured that teacher leaders' primary roles are directed towards development and problems of whole peers of school. Moreover, it's concluded that teachers play an active role in achieving the desired success in educational environments. In this context, with this study's literature scanning, identifying and introducing teacher leadership and thus contributing to literature is purposed. As a result of this research, the importance of supporting leadership roles and behaviors of teachers who work in educational institutes is determined and suggestions are presented.

Keywords

Leadership, teacher leadership, teacher leader

References

• Adams, D., Kutty, G. R., & Zabidi, Z. M. (2017). Educational leadership for the 21st century. International Online Journal of Educational Leadership, 1(1), 1-4.
• Angelle, P.S. (2007). What research says: teachers as leaders: collaborative leadership for learning communities, Middle School Journal, 38 (3), 54-61.
• Amos, S. K., Keiner, E., Proske, M., & Radtke, F. O. (2002). Globalisation: autonomy of education under siege? shifting boundaries between politics, economy and education. European Educational Research Journal, 1, (2).
• Altheide, D. L. (1996). Qualitative Media Analysis. Thousand Oaks, California: Sage Publications.
• Balcı, A. (2007). Sosyal Bilimlerde Araştırma Yöntem, Teknik ve İlkeler. Pegem Yayıncılık.
• Berry, B. ve Hess, F. M. (2013). Expanded learning, expansive teacher leadership, Phi Delta Kappa International, 94 (5), 58-61.
• Bogdan, R., & Biklen, S. K. (1997). Qualitative Research For Education. Boston, MA: Allyn ve Bacon.
• Can, N. (2006). Öğretmen liderliği ve engelleri. Sosyal Bilimler Araştırmaları Dergisi, 1(2), 137-161.
• Cosenza, M. N. (2015). Defining teacher leadership affirming the teacher leader model standards. Issues in Teacher Education. 24, (2), 79-99.
• Creswell, J. W., & Creswell, J. D. (2013). Research Design: Qualitative, Quantitative, And Mixed Methods Approaches. Sage publications. 4th edition.
• Çelik, V. (1998). Eğitimde dönüşümcü liderlik. Kuram ve Uygulamada Eğitim Yönetimi, 16(16), 423-442.
• Eraslan, L. (2004). Liderlik olgusunun tarihsel evrimi, temel kavramlar ve yeni liderlik paradigmasının analizi. Milli Eğitim Dergisi. Sayı: 162.
• Frost, D., & Harris, A. (2003). Teacher leadership: Towards a research agenda. Cambridge journal of education, 33(3), 479-498.
• Ghamrawi, N. (2013). Teachers helping teachers: a professional development model that promotes teacher leadership. International Education Studies, 6(4), 171-182.
• Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. Handbook of qualitative research, 2 (105), 163-194.
• Gylfason, T. (2001). Natural resources, education, and economic development. European economic review, 45(4-6), 847-859.
• Hallinger, P., & Heck, R. H. (2009). Distributed leadership in schools: Does system policy make a difference?. In Distributed leadership 101-117. Springer, Dordrecht.
• Hargreaves, A. (2003). Teaching in The Knowledge Society: Education in The Age of Insecurity. Teachers College Press.
• Harris, A. (2002). Effective leadership in schools facing challenging contexts. School Leadership ve Management, 22(1), 15-26.
• Harris, A. (2003a). Distributed leadership in schools: leading or misleading?. Management in Education, 16(5), 10-13.
• Harris, A. (2003b). Teacher leadership as distributed leadership: Heresy, fantasy or possibility?. School Leadership ve Management, 23(3), 313-324.
• Harris, A., & Muijs, D. (2002). Teacher leadership: Principles and practice. National College for School Leadership. https://www.researchgate.net/profile/Alma_Harris/publication/316284478_Teacher_Leadership_Principles_and_Practice/links/0046352afb739e2877000000/Teacher-Leadership-Principles-and-Practice.pdf adresinden alındı.
• Harris, A. (2009). Distributed leadership: What we know. In Distributed leadership 11-21. Springer, Dordrecht.
• Harrison, C., & Killion, J. (2007). Ten roles for teacher leaders. Educational leadership, 65(1), 74.
• Hickey, W. D., & Harris, S. (2005). Improved professional development through teacher leadership. The Rural Educator, 26(2).
• Işık, M. ve Bahat, İ. (2018). Okul yöneticilerinin öğretmen liderleri algıları üzerine nitel bir araştırma. Uluslararası Eğitim Bilimleri Dergisi, (14), 31-56. https://dergipark.org.tr/tr/pub/inesj/issue/40042/476210.
• Katzenmeyer M. & Moller G. (2001). Awakening the Sleeping Giant. Helping Teachers Develop as Leaders, Thousand Oaks, CA: Corwin Press.
• Keung, C. C. (2009). Revitalizing teacher leadership via bureaucratic-professional practices: A structural equation model. The Asia-Pacific Education Researcher, 18(2), 283-295.
• Kıral, B. (2020). Nitel bir veri analizi yöntemi olarak doküman analizi. Siirt Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8 (15), 170-189. https://dergipark.org.tr/tr/pub/susbid/issue/54983/727462.
• Lambert, L. (2003). Leadership redefined: an evocative context for teacher leadership. School Leadership ve Management Journal, 23(4), 421-430.
• Lashway, L. (1998). Teacher leadership. Research Roundup, 14 (3), n3.
• Leithwood, K., Mascall, B., Strauss, T., Sacks, R., Memon, N., & Yashkina, A. (2007). Distributing leadership to make schools smarter: Taking the ego out of the system. Leadership and policy in schools, 6(1), 37-67.
• Lieberman, A. (1992). Teacher leadership: What are we learning. Teachers as leaders: Evolving roles, 159-165.
• Little, J. W. (2003). Constructions of teacher leadership in three periods of policy and reform activism. School Leadership and Management, 23(4), 401-419.
• Muijs, D., & Harris, A. (2003). Teacher leadership—Improvement through empowerment? An overview of the literature. Educational Management ve Administration, 31(4), 437-448.
• Muijs, D., & Harris, A. (2007). Teacher leadership in (in) action: Three case studies of contrasting schools. Educational management administration&leadership, 35(1), 111-134.
• Murphy J., (2005). Connecting Teacher Leadership and School Improvement. Corwin Press, 46-64.
• Murphy, J. (2007). Teacher leadership: Barriers and supports. In International handbook of school effectiveness and improvement, 681-706. Springer, Dordrecht.
• Öntaş, T. (2019). Öğretmen liderliği (13.Bölüm). S. Demirdağ. (Ed.) içinde, Sınıf Yönetimi (ss.292-309). Ankara: Nobel Yayıncılık.
• Özdemir, S., & Sezgin, A. G. F. (2002). Etkili okullar ve ögretim liderligi. Kirgizistan Manas Sosyal Bilimler Dergisi, 2(3), 266-282.
• Pate, J. L., James, L., & Leech, D. (2005). Teacher leaders: a catalyst for ınstructional leadership. https://eric.ed.gov/?id=ED491493.
• Phelps, P. H. (2008). Helping teachers become leaders. The Clearing House, 81(3), 119- 122. Pounder, J. S. (2006). Transformational classroom leadership: The fourth wave of teacher leadership?. Educational Management Administration & Leadership, 34(4), 533-545.
• Skilbeck, M., & Connell, H. (2004). Teachers for the future: the changing nature of society and related ıssues for the teaching workforce. Ministerial Council on Education, Employment, Training and Youth Affairs, 16-23.
• Smylie, M. A., Conley, S., & Marks, H. M. (2002). Exploring new approaches to teacher leadership for school improvement. Yearbook of the National Society for the Study of Education, 101(1), 162-188.
• Smylie, M. A., & Denny, J. W. (1990). Teacher leadership: Tensions and ambiguities in organizational perspective. Educational Administration Quarterly, 26(3), 235-259.
• Sokol, A., Gozdek, A., & Figurska, I. (2015). The importance of teacher leadership in shaping the creative attitudes of students. Procedia-Social and Behavioral Sciences, 197, 1976-1982.
• Sutherland, K. S., Lewis-Palmer, T., Stichter, J., & Morgan, P. L. (2008). Examining the influence of teacher behavior and classroom context on the behavioral and academic outcomes for students with emotional or behavioral disorders. The Journal of Special Education, 41(4), 223-233.
• Struyve, C., Meredith, C., & Gielen, S. (2014). Who am I and where do I belong? The perception and evaluation of teacher leaders concerning teacher leadership practices and micropolitics in schools. Journal of Educational Change, 15(2), 203-230.
• Şişman, M. (2002). Öğretim liderliği. Ankara: Pegem Yayıncılık.
• Taylor, M., Yates, A., Meyer, L. H., & Kinsella, P. (2011). Teacher professional leadership in support of teacher professional development. Teaching and Teacher Education, 27(1), 85-94.
• Thomas, G. (2010). Facilitator, teacher, or leader? Managing conflicting roles in outdoor education. Journal of Experiential Education, 32(3), 239-254.
• Wyse F., Dodge B., Oden T., Weiss P., Viera C., Karsten E., Noffsinger J., and Carlsen, C., (1993). Booksearch: Teachers and Teaching in Novels, Biographies, Film, and Song. The English Journal, 82(5), 96-98.
• Yalçınkaya Akyüz, M. (2002). Çağdaş okulda etkili liderlik. Ege Eğitim Dergisi, 1(2), 109-119.
• Yıldırım, A. ve Şimşek, H. (2006). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.
• York- Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74(3), 255-316.
• Zinn, L. F. (1997). Supports and Barriers to Teacher Leadership: Reports of Teacher Leaders. The Annual Meeting of the American Educational Research. https://files.eric.ed.gov/fulltext/ED408259.pdf.ök adresinden alındı.