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Öğretmen Liderler: Öğretmen Algıları Üzerine Nitel Bir Araştırma

Year 2016, Volume: 15 Issue: 2, 0 - 0, 01.05.2016
https://doi.org/10.17051/io.2016.81764

Abstract

ÖZ. Öğrenen örgütler olarak, okulların ve öğretmenlerin bir bütün olarak öğrenerek gelişmeleri için sürekli olarak yaşadığı olaylardan sonuç çıkarması ve bunu değişen çevre koşullarına uyarlaması gerekmektedir. Bu kapsamda, öğretmenlerin bireysel ve örgütsel kapasiteyi artırmak için birbirlerinin öğretimsel uygulamalarını gözlemleyip dönüt vermeleri esastır. Bu da üst düzey becerilerle donatılmış lider nitelikli öğretmenlerle mümkündür. Öğretmen liderliği, öğretmenin sınıfta ve okulda eğitimsel etkinlik ve süreçlerde gönüllü olarak görevler üstlenme, projeler geliştirme, çevresini etkileme, meslektaşlarının gelişimine destek olma yeterliliğine sahip olmasıdır. Bu kapsamda öğretmen liderler, öğretmen, uzman öğretmen, mentor öğretmen, denetmen ve öğretim deneyimlerini meslektaşlarına aktaran kişilerdir. Bu nedenle, mevcut araştırmanın amacı öğretmenlerin “öğretmen liderliği”, “öğretmen lider rolleri”, “öğretmen lider rollerinin öğretmenlik mesleğine uygunluğu” ve “öğretmen liderlerin meslektaşları tarafından nasıl algılandıkları” konularına dair görüşlerini ortaya çıkarmaktır. Bu araştırma nitel bir araştırma deseniyle yürütülmüştür. Katılımcılar 2014-2015 akademik yılında halen İstanbul’da çalışan 25 öğretmenle görüşülmüştür. Araştırma sonuçları öğretmenlerin, öğretmen liderliği ve öğretmen lider rollerini bildikleri ancak uygulamada özgür olamadıklarını göstermektedir. Yine araştırmada, öğretmen liderlerin rollerinin halen yürüttükleri rollerine uygun olduğu ve meslektaşları tarafından olumlu algılandığı sonucuna ulaşılmıştır. 

Anahtar Sözcükler: Öğretmen, öğretmen liderlik, öğretmen lider, öğretmen lider rolleri

References

  • Kaynakça
  • Bailey, K. D. (1994). Methods of social research. (4th ed.). New York: The Free Press.
  • Bakioğlu, A. (1998). Lider Öğretmen, M. Ü. Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 10, 1119.
  • Barth, R.S. (2001, February). Teacher leader. Phi Delta Kappan 82, (4).
  • Beachum, F., and Dentith, A. (2004). Teacher leaders creating cultures of school renewal and transformation. The Educational Forum, 68(3), 276-286.
  • Beycioğlu, K. Ve Aslan, B. (2012). Öğretmen ve Yöneticilerin Öğretmen Liderliğine İlişkin Görüşleri: Bir Karma Yöntem Çalışması, Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 18(2), 191-223.
  • Bogdan, R. C., & Biklen, S. K. (2003). Qualitative research for education: an introduction to theories and methods (4th ed.). New York: Pearson Education.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2008). Bilimsel araştırma yöntemleri. Ankara: Pegem A Yayıncılık.
  • Can, N. (2007). Öğretmen Liderliği Becerileri ve Bu Becerilerin Gerçekleştirilme Düzeyi, Sosyal Bilimler Enstitüsü Dergisi, 22(1), 263-288.
  • Can, N. (2007). Öğretmen Liderliğinde Müdürlerin Etkisi, 6.Ulusal Eğitim Bilimleri Kongresi Osmangazi Üniversitesi Eğitim Fakültesi, 5-7 Eylül 2007, Eskişehir, Türkiye.
  • Can, N. (2006). Öğretmen Liderliği Ve Engelleri, Sosyal Bilimler Araştırmaları Dergisi. 2, (2006): 137-161.
  • Cochran-Smith, M. (2004). Stayers, Leavers, Lovers, And Dreamers: WhyPeople Teach And Why They Stay:Insights About Teacher Retention, Journal of Teacher Education, 55(5), 387-392.
  • Creswell, J. W. (2002). Educational research: planning, conducting, and evaluating quantitative and, qualitative research. Upper Saddle Creek, NJ: Pearson Education.
  • Crowther, F., Kaagen, S. S., Ferguson, M., & Hann, L. (2002). Developing teacher leaders: How teacher leadership enhances school success. Thousand Oaks, CA: Corwin Press
  • Cuban, L. (1993). How teachers taught: Constancy and change in American classrooms 1890–1990 (2nd ed.). New York: Teachers College Press.
  • Darling-Hammond, L., Bullmaster, L., Cobb, V. (1995). Rethinking teacher leadership through professional development schools. Elementary School Journal, 96, 87-106.
  • Denzin, N. K., & Lincoln, Y. S. (2005). The sage handbook of qualitative research, 3rd Edition, Sage, Thousand Oak.
  • Evans, R. (1996). The human side of school change. San Francisco, CA: Jossey-Bass.
  • Firestone, W. A., & Martinez, M. C. (2007). Districts, teacher leaders, and distributed leadership: Changing instructional practice. Leadership and Policy in Schools, 6(1), 3-35. Retrieved from http://search.proquest.com/docview/61923391?accountid=14771
  • Gajda, R., & Cravedi, L. (2006). Assimilating ‘‘real’’ teachers into pre-
  • service teacher education: The benefits and limitations of a PDS course delivery model. Action in Teacher Education, 28, 42–52.
  • Gordon, S.P. (2004). Professional development for school improvement: Empowering learning communities. Boston: Pearson Education Inc.
  • Gitlin, A. (2005). Inquiry, Imagination,Inquiry, Imagination, and the Search for a Deep Politic, Educatıonal Researcher, 34:15, DOI: 10.3102/0013189X034003015.
  • Hatch, T. (2000). What does it really take to break the mold? Rhetoric and reality in new American schools. Teachers College Record, 102(3), 561–589.
  • Huberman, M.(1989). The professional life cycle of teachers, Teachers College Record, 91(1), 31-57.
  • IEL (Institute for Educational Leadership). (2001). Leadership for Student Learning: Redefining the Teacher as Leader, School Leadership for the 1st Century Initiative, A Report of the Task Force on Teacher Leadership,
  • Kardos, S., & Johnson, S. M. (2007). On their own and presumed expert: New teachers’ experience with their colleagues. Teachers College Record, 109(12), 2016–2083.
  • Katzenmeyer, M., & Moller, G. (2001). Awakening the sleeping giant: Helping teachers develop as leaders (2nd ed.). Thousand Oaks, CA: Corwin Press.
  • Kelley, Jerry D., "Teacher's and Teacher Leaders' Perceptions of the Formal Role of Teacher Leadership" (2011). Educational Policy Studies Dissertations. Paper 70.
  • Kerkhof , van de M. (2006). The repertory grid technique, (RGT), integrated assessment, Internet’ten 13 Mart 2011’de elde edilmiştir: http://www.ivm.vu.nl/en/Images/PT4_tcm53-161509.pdf, 1-7.
  • Kılınç, A. Ç., ve Recepoğlu, E. (2013). Ortaöğretim Okulu Öğretmenlerinin Öğretmen Liderliğine İlişkin Algı ve Beklentileri, Kalem Eğitim ve İnsan Bilimleri Dergisi, 3(2), 175-215.
  • Leithwood, K. A., & Riehl, C. (2003). What we know about successful school leadership. Philadelphia, PA: Laboratory for Student Success, Temple University.
  • Lieberman, A., & Miller, L. (2004). Teacher leadership. San Francisco, CA: Jossey-Bass.
  • LSEA (Lutheran Schools Enterprise Agreement) (2005). Lutheran Schools
  • Enterprise Agreement, http://www.lsa.lutheran.edu.au/__ files/f/4951/LSA%20 Memorandum% 20of%20 Understanding%202007%20-%20Final%20with%20corrections.pdf, retrieved, 26 Jan 2014.
  • Margolis, J. (2008a). What will keep today’s teachers teaching? Looking for a hook as a new career cycle emerges. Teachers College Record, 110(1), 160–194.
  • Margolis, J. (2008b). When teachers face teachers: Listening to the resource “right down the hall”. Teaching Education, 19(4), 293–310.
  • Margolis, J. Ve Deuel, A. (2009) 'Teacher Leaders in Action: Motivation, Morality, and Money', Leadership and Policy in Schools, 8: 3, 264 — 286.
  • Margolis, J., & Nagel, L. (2006). Education reform and the role of administrators in mediating teacher stress. Teacher Education Quarterly, 33(4), 143–159.
  • Marshall, C., & Gerstl-Pepin, C. (2005). Re-framing educational politics for social justice.Boston: Allyn & Bacon.
  • Mayring, P. (2000). Qualitative content analysis forum, Qualitative Social Research,1(2).
  • Mayrowetz, D., Murphy, J., Louis, K., & Smylie, M. (2007). Distributed leadership as work redesign: Retrofitting the job characteristics model. Leadership and Policy in Schools, 6(1), 69–101.
  • Miles, M. B., & Huberman, M. A. (1994). An expanded source¬book qualitative data analysis. London: Sage.
  • Millwater, J., & Ehrich, L. C. (2009). Teacher leadership: Interns crossing to the domain of higher professional learning with mentors?Refereed paper presented at ‘Teacher education crossing borders: Cultures, contexts, communities and curriculum’ the annual conference of the Australian Teacher Education Association (ATEA), Albury, 28 June – 1 July
  • Muijs, D., & Harris, B. (2006). Teacher led school improvement: Teacher leadership in the UK. Teaching and Teacher Education, 22, 961–972.
  • Nelson, T. (2007). Teachers’ collaborative inquiry and professional growth: Should we be optimistic? Paper presented at National Association of Research in Science Teaching (NARST), New Orleans, LA.
  • Nelson, T., & Slavit, D. (2007). Collaborative inquiry among science and mathematics teachers in the USA: Professional learning experiences through cross-grade, cross-discipline dialogue. Journal of in-service Education, 33(1), 23–39.
  • Odden, A., & Kelley, C. (2002). Paying teachers for what they know and do: New and smarter compensation strategies to improve schools (2nd ed.). Thousand Oaks, CA: Corwin Press.
  • Office for Standards in Education (2003) Leadership and Management: What Inspection Tells us. Document No. HMI 1646. London: OFSTED.
  • Özdemir, S. (2013). Lider Öğretmenleri Nasıl Yetiştirmeliyiz? Kamudan Haber, 21 Haziran 2013, 19:24.
  • Scribner, J., Sawyer, R., Watson, S., & Myers, V. (2007). Teacher teams and distributed leadership: A study of group discourse and collaboration. Educational Administration Quarterly, 43(1), 67–100.
  • Senge, Peter M., "Beşinci Disiplin", Çev. Ayşegül İldeniz ve Ahmet Doğukan, İstanbul: Yapı Kredi Yay., 6. basım, 1998.
  • Silva, D., Gimbert, B. and Nolan, J. (2000). Sliding the doors: locking and unlocking possibilities for teacher leadership. Teachers College Record, 102(4), 779-804.
  • Spillane, J., Camburn, E., & Pareja, A. (2007). Taking a distributed perspective to the school principal's work day. Leadership and Policy in Schools, 6, 103-125.
  • Richardson, V., & Placier, P. (2001). Teacher change. In V. Richardson, (Ed.), Handbook of research on teaching (pp. 905–947). Washington, DC: American Educational Research Association (AERA).
  • Yıldırım, A. ve Şimşek, H. (2003). 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.
Year 2016, Volume: 15 Issue: 2, 0 - 0, 01.05.2016
https://doi.org/10.17051/io.2016.81764

Abstract

References

  • Kaynakça
  • Bailey, K. D. (1994). Methods of social research. (4th ed.). New York: The Free Press.
  • Bakioğlu, A. (1998). Lider Öğretmen, M. Ü. Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 10, 1119.
  • Barth, R.S. (2001, February). Teacher leader. Phi Delta Kappan 82, (4).
  • Beachum, F., and Dentith, A. (2004). Teacher leaders creating cultures of school renewal and transformation. The Educational Forum, 68(3), 276-286.
  • Beycioğlu, K. Ve Aslan, B. (2012). Öğretmen ve Yöneticilerin Öğretmen Liderliğine İlişkin Görüşleri: Bir Karma Yöntem Çalışması, Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 18(2), 191-223.
  • Bogdan, R. C., & Biklen, S. K. (2003). Qualitative research for education: an introduction to theories and methods (4th ed.). New York: Pearson Education.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2008). Bilimsel araştırma yöntemleri. Ankara: Pegem A Yayıncılık.
  • Can, N. (2007). Öğretmen Liderliği Becerileri ve Bu Becerilerin Gerçekleştirilme Düzeyi, Sosyal Bilimler Enstitüsü Dergisi, 22(1), 263-288.
  • Can, N. (2007). Öğretmen Liderliğinde Müdürlerin Etkisi, 6.Ulusal Eğitim Bilimleri Kongresi Osmangazi Üniversitesi Eğitim Fakültesi, 5-7 Eylül 2007, Eskişehir, Türkiye.
  • Can, N. (2006). Öğretmen Liderliği Ve Engelleri, Sosyal Bilimler Araştırmaları Dergisi. 2, (2006): 137-161.
  • Cochran-Smith, M. (2004). Stayers, Leavers, Lovers, And Dreamers: WhyPeople Teach And Why They Stay:Insights About Teacher Retention, Journal of Teacher Education, 55(5), 387-392.
  • Creswell, J. W. (2002). Educational research: planning, conducting, and evaluating quantitative and, qualitative research. Upper Saddle Creek, NJ: Pearson Education.
  • Crowther, F., Kaagen, S. S., Ferguson, M., & Hann, L. (2002). Developing teacher leaders: How teacher leadership enhances school success. Thousand Oaks, CA: Corwin Press
  • Cuban, L. (1993). How teachers taught: Constancy and change in American classrooms 1890–1990 (2nd ed.). New York: Teachers College Press.
  • Darling-Hammond, L., Bullmaster, L., Cobb, V. (1995). Rethinking teacher leadership through professional development schools. Elementary School Journal, 96, 87-106.
  • Denzin, N. K., & Lincoln, Y. S. (2005). The sage handbook of qualitative research, 3rd Edition, Sage, Thousand Oak.
  • Evans, R. (1996). The human side of school change. San Francisco, CA: Jossey-Bass.
  • Firestone, W. A., & Martinez, M. C. (2007). Districts, teacher leaders, and distributed leadership: Changing instructional practice. Leadership and Policy in Schools, 6(1), 3-35. Retrieved from http://search.proquest.com/docview/61923391?accountid=14771
  • Gajda, R., & Cravedi, L. (2006). Assimilating ‘‘real’’ teachers into pre-
  • service teacher education: The benefits and limitations of a PDS course delivery model. Action in Teacher Education, 28, 42–52.
  • Gordon, S.P. (2004). Professional development for school improvement: Empowering learning communities. Boston: Pearson Education Inc.
  • Gitlin, A. (2005). Inquiry, Imagination,Inquiry, Imagination, and the Search for a Deep Politic, Educatıonal Researcher, 34:15, DOI: 10.3102/0013189X034003015.
  • Hatch, T. (2000). What does it really take to break the mold? Rhetoric and reality in new American schools. Teachers College Record, 102(3), 561–589.
  • Huberman, M.(1989). The professional life cycle of teachers, Teachers College Record, 91(1), 31-57.
  • IEL (Institute for Educational Leadership). (2001). Leadership for Student Learning: Redefining the Teacher as Leader, School Leadership for the 1st Century Initiative, A Report of the Task Force on Teacher Leadership,
  • Kardos, S., & Johnson, S. M. (2007). On their own and presumed expert: New teachers’ experience with their colleagues. Teachers College Record, 109(12), 2016–2083.
  • Katzenmeyer, M., & Moller, G. (2001). Awakening the sleeping giant: Helping teachers develop as leaders (2nd ed.). Thousand Oaks, CA: Corwin Press.
  • Kelley, Jerry D., "Teacher's and Teacher Leaders' Perceptions of the Formal Role of Teacher Leadership" (2011). Educational Policy Studies Dissertations. Paper 70.
  • Kerkhof , van de M. (2006). The repertory grid technique, (RGT), integrated assessment, Internet’ten 13 Mart 2011’de elde edilmiştir: http://www.ivm.vu.nl/en/Images/PT4_tcm53-161509.pdf, 1-7.
  • Kılınç, A. Ç., ve Recepoğlu, E. (2013). Ortaöğretim Okulu Öğretmenlerinin Öğretmen Liderliğine İlişkin Algı ve Beklentileri, Kalem Eğitim ve İnsan Bilimleri Dergisi, 3(2), 175-215.
  • Leithwood, K. A., & Riehl, C. (2003). What we know about successful school leadership. Philadelphia, PA: Laboratory for Student Success, Temple University.
  • Lieberman, A., & Miller, L. (2004). Teacher leadership. San Francisco, CA: Jossey-Bass.
  • LSEA (Lutheran Schools Enterprise Agreement) (2005). Lutheran Schools
  • Enterprise Agreement, http://www.lsa.lutheran.edu.au/__ files/f/4951/LSA%20 Memorandum% 20of%20 Understanding%202007%20-%20Final%20with%20corrections.pdf, retrieved, 26 Jan 2014.
  • Margolis, J. (2008a). What will keep today’s teachers teaching? Looking for a hook as a new career cycle emerges. Teachers College Record, 110(1), 160–194.
  • Margolis, J. (2008b). When teachers face teachers: Listening to the resource “right down the hall”. Teaching Education, 19(4), 293–310.
  • Margolis, J. Ve Deuel, A. (2009) 'Teacher Leaders in Action: Motivation, Morality, and Money', Leadership and Policy in Schools, 8: 3, 264 — 286.
  • Margolis, J., & Nagel, L. (2006). Education reform and the role of administrators in mediating teacher stress. Teacher Education Quarterly, 33(4), 143–159.
  • Marshall, C., & Gerstl-Pepin, C. (2005). Re-framing educational politics for social justice.Boston: Allyn & Bacon.
  • Mayring, P. (2000). Qualitative content analysis forum, Qualitative Social Research,1(2).
  • Mayrowetz, D., Murphy, J., Louis, K., & Smylie, M. (2007). Distributed leadership as work redesign: Retrofitting the job characteristics model. Leadership and Policy in Schools, 6(1), 69–101.
  • Miles, M. B., & Huberman, M. A. (1994). An expanded source¬book qualitative data analysis. London: Sage.
  • Millwater, J., & Ehrich, L. C. (2009). Teacher leadership: Interns crossing to the domain of higher professional learning with mentors?Refereed paper presented at ‘Teacher education crossing borders: Cultures, contexts, communities and curriculum’ the annual conference of the Australian Teacher Education Association (ATEA), Albury, 28 June – 1 July
  • Muijs, D., & Harris, B. (2006). Teacher led school improvement: Teacher leadership in the UK. Teaching and Teacher Education, 22, 961–972.
  • Nelson, T. (2007). Teachers’ collaborative inquiry and professional growth: Should we be optimistic? Paper presented at National Association of Research in Science Teaching (NARST), New Orleans, LA.
  • Nelson, T., & Slavit, D. (2007). Collaborative inquiry among science and mathematics teachers in the USA: Professional learning experiences through cross-grade, cross-discipline dialogue. Journal of in-service Education, 33(1), 23–39.
  • Odden, A., & Kelley, C. (2002). Paying teachers for what they know and do: New and smarter compensation strategies to improve schools (2nd ed.). Thousand Oaks, CA: Corwin Press.
  • Office for Standards in Education (2003) Leadership and Management: What Inspection Tells us. Document No. HMI 1646. London: OFSTED.
  • Özdemir, S. (2013). Lider Öğretmenleri Nasıl Yetiştirmeliyiz? Kamudan Haber, 21 Haziran 2013, 19:24.
  • Scribner, J., Sawyer, R., Watson, S., & Myers, V. (2007). Teacher teams and distributed leadership: A study of group discourse and collaboration. Educational Administration Quarterly, 43(1), 67–100.
  • Senge, Peter M., "Beşinci Disiplin", Çev. Ayşegül İldeniz ve Ahmet Doğukan, İstanbul: Yapı Kredi Yay., 6. basım, 1998.
  • Silva, D., Gimbert, B. and Nolan, J. (2000). Sliding the doors: locking and unlocking possibilities for teacher leadership. Teachers College Record, 102(4), 779-804.
  • Spillane, J., Camburn, E., & Pareja, A. (2007). Taking a distributed perspective to the school principal's work day. Leadership and Policy in Schools, 6, 103-125.
  • Richardson, V., & Placier, P. (2001). Teacher change. In V. Richardson, (Ed.), Handbook of research on teaching (pp. 905–947). Washington, DC: American Educational Research Association (AERA).
  • Yıldırım, A. ve Şimşek, H. (2003). 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.
There are 57 citations in total.

Details

Journal Section Articles
Authors

Aydın Balyer

Publication Date May 1, 2016
Published in Issue Year 2016 Volume: 15 Issue: 2

Cite

APA Balyer, A. (2016). Öğretmen Liderler: Öğretmen Algıları Üzerine Nitel Bir Araştırma. İlköğretim Online, 15(2). https://doi.org/10.17051/io.2016.81764
AMA Balyer A. Öğretmen Liderler: Öğretmen Algıları Üzerine Nitel Bir Araştırma. EEO. April 2016;15(2). doi:10.17051/io.2016.81764
Chicago Balyer, Aydın. “Öğretmen Liderler: Öğretmen Algıları Üzerine Nitel Bir Araştırma”. İlköğretim Online 15, no. 2 (April 2016). https://doi.org/10.17051/io.2016.81764.
EndNote Balyer A (April 1, 2016) Öğretmen Liderler: Öğretmen Algıları Üzerine Nitel Bir Araştırma. İlköğretim Online 15 2
IEEE A. Balyer, “Öğretmen Liderler: Öğretmen Algıları Üzerine Nitel Bir Araştırma”, EEO, vol. 15, no. 2, 2016, doi: 10.17051/io.2016.81764.
ISNAD Balyer, Aydın. “Öğretmen Liderler: Öğretmen Algıları Üzerine Nitel Bir Araştırma”. İlköğretim Online 15/2 (April 2016). https://doi.org/10.17051/io.2016.81764.
JAMA Balyer A. Öğretmen Liderler: Öğretmen Algıları Üzerine Nitel Bir Araştırma. EEO. 2016;15. doi:10.17051/io.2016.81764.
MLA Balyer, Aydın. “Öğretmen Liderler: Öğretmen Algıları Üzerine Nitel Bir Araştırma”. İlköğretim Online, vol. 15, no. 2, 2016, doi:10.17051/io.2016.81764.
Vancouver Balyer A. Öğretmen Liderler: Öğretmen Algıları Üzerine Nitel Bir Araştırma. EEO. 2016;15(2).