Okul Yöneticileri Tarafından Kullanılan Motivasyonel Dilin Okul İklimi ve Akademik Başarı Üzerindeki Etkisinin İncelenmesi

Abstract

Bu araştırma, okul müdürleri tarafından kullanılan motivasyonel dilin, öğretmenlerin okul iklimine ilişkin algıları ve öğrencilerin akademik başarıları üzerindeki etkisini incelemektedir. Ayrıca, öğretmenlerin motivasyonel dile yönelik görüşlerinin; cinsiyet, branş, mesleki kıdem ve eğitim düzeyi gibi demografik özelliklere göre farklılaşıp farklılaşmadığı da araştırılmıştır. Çalışmada, değişkenler arasındaki ilişkileri incelemeyi amaçlayan nicel bir yöntem olan ilişkisel tarama modeli kullanılmıştır. Araştırmanın evrenini, 2023–2024 eğitim-öğretim yılında Hakkâri ilinde bulunan resmi ve özel ortaokullarda görev yapan tüm öğretmenler oluşturmaktadır. Bu evrenden basit tesadüfi örnekleme yöntemiyle toplam 635 öğretmen seçilmiştir. Araştırma verileri; “Kişisel Bilgi Formu”, “Motivasyonel Dil Ölçeği” ve “Okul İklimi Ölçeği” olmak üzere üç farklı araç kullanılarak toplanmıştır. Öğrenci başarısını değerlendirmek amacıyla ise ilgili eğitim-öğretim dönemine ait Liselere Geçiş Sistemi (LGS) merkezi sınavı ortalama puanları kullanılmıştır. Elde edilen veriler SPSS ve AMOS istatistik programları aracılığıyla analiz edilmiş; betimsel istatistikler, bağımsız örneklemler t-testi, tek yönlü varyans analizi (ANOVA) ve Pearson korelasyon katsayısı kullanılmıştır. Araştırma bulguları, öğretmenlerin motivasyonel dile ilişkin değerlendirmelerinin okul iklimini olumlu ve anlamlı düzeyde yordadığını göstermektedir. Ayrıca, yaş, cinsiyet, branş, mesleki kıdem ve eğitim düzeyi gibi demografik değişkenlere göre farklılıklar tespit edilmiştir. Bunun yanında, sonuçlar motivasyonel dilin öğrencilerin akademik başarısı üzerinde yaklaşık %10 düzeyinde olumlu ve anlamlı bir yordayıcı etkiye sahip olduğunu ortaya koymaktadır. Elde edilen bulgular, okul yöneticileri tarafından en çok kullanılan motivasyonel dil türünün yönlendirici dil olduğunu da göstermektedir.

Keywords

• Akademik Başarı
• Motivasyon
• Motivasyonel Dil
• Okul İklimi
• Okul Yöneticileri

Supporting Institution

Yazarlar, bu araştırma, yazarlık ve/veya makalenin yayımlanması için herhangi bir finansal destek almamıştır.

Ethical Statement

Bu çalışmada araştırma ve yayın etiğinin tüm kurallarına uyulmuştur.

Thanks

Bu çalışmanın gerçekleştirilmesine katkı sağlayan tüm kişi ve kurumlara teşekkür ederim. Araştırma sürecinde destek veren katılımcılara, veri toplama aşamasında yardımcı olanlara ve değerli görüşleriyle çalışmanın gelişimine katkıda bulunan herkese şükranlarımı sunarım. Ayrıca, araştırmanın her aşamasında bilimsel rehberlik sağlayan danışmanıma teşekkür ederim.

Investigation of The Effect of The Motivational Language Used by School Administrators on School Climate and Academic Achievement

Abstract

The current research examines how the motivational language utilized by school principals affects teachers' views of the school climate alongside students' academic success. Furthermore, it investigates whether teachers' perspectives on motivational language vary based on demographic characteristics, including gender, teaching field, professional seniority, and academic background. The study adopts a relational survey model, representing a quantitative methodology intended to analyze the associations between these variables. The target population for this study consists of all teaching staff working at public and private middle schools situated in Hakkari province over the 2023–2024 educational year. A total of 635 teachers were chosen from this target group via a simple random sampling technique. Research data were collected utilizing three distinct tools: a "Personal Information Form," the "Motivational Language Scale," and the "School Climate Scale." To evaluate student achievement, the mean scores derived from the High School Transition System (LGS) central examination for the corresponding academic period were utilized. The collected data were processed using SPSS and AMOS statistical software, applying descriptive statistics, independent samples t-tests, one-way ANOVA, and Pearson correlation coefficients. The findings indicate that teachers' evaluations of motivational language positively and meaningfully predict the school climate. Additionally, variations were detected concerning demographic factors such as age, gender, subject area, years of teaching, and educational degree. Moreover, the results demonstrated a favorable and meaningful predictive impact of roughly 10% on students' academic success. The outcomes also highlight that directive language is the predominant motivational tactic adopted by school administrators.

Keywords

• Academic Achievement
• Motivation
• Motivational Language
• School Climate
• School Administrators

Supporting Institution

The authors received no financial support for the research, authorship, and/or publication of this article.

Ethical Statement

All rules of research and publication ethics were followed in this study.

Thanks

I would like to thank all individuals and institutions who contributed to the realization of this study. I am grateful to the participants who supported the research process, those who assisted in the data collection phase, and everyone who contributed to the development of the study with their valuable insights. I also extend my sincere thanks to my supervisor for providing scientific guidance throughout all stages of the research.

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