Yunan Okul Müdürlerinin Öğretmenlerin Performanslarını Değer- lendirmeye Yönelik Yeterlik İnançları

Abstract

Yunanistan Eğitiminde, okul müdürleri öğretmenleri değerlendirecek kadar kendilerine güvenmekte midir? Bu araştırma nicel bir yaklaşımla, okul müdürleri için yeni olan öğretim kadrosunu değerlendirme rollerini de göz önünde bulundurarak, okul müdürlerinin özyeterlik (ÖY) inançlarının düzeyini belirlemeyi amaçlamaktadır. Araştırma aynı zamanda okul müdürlerinin özgül değerlendirme yeterlikleri (ÖDY) ile (a) genel öz-yeterlikleri (GÖY), (b) genelleştirilmiş liderlik yeterlikleri (GLY) ve (c) değerlendirmenin beklenen sonuçları (DBS) arasında nasıl bir ilişkinin olduğunu incelemeyi amaçlamaktadır. Araştırmanın örneklemi, 2014 Güz döneminde Atina’nın büyük bir bölgesinde yer alan ilköğretim ve ortaöğretim kurumlarında çalışan 151 okul müdüründen oluşmaktadır. Ölçeklerden elde edilen bulgulara göre, okul müdürlerinin GÖY ve GLY düzeyleri yüksek iken, ÖDY düzeyleri düşüktür. Okul müdürlerinin eğitim seviyesi arttıkça algılanan ÖDY artmaktadır. Ölçekte yer alan değişkenler birbirleriyle pozitif yönlü ilişkilidir. Son olarak GÖY GLY ile kıyaslandığında, ÖDY’yi daha iyi yordayan bir model oluşturmaktadır. Sonuçlar, gelecek araştırmalar ve yeterliği geliştirmek için yapılan çıkarımlar ve önerilerle birlikte tartışılmıştır

Keywords

• Okul müdürü, öğretmen değerlendirme, genel & özgül öz-yeterlik, genelleştirilmiş liderlik yeterliği, beklenen sonuçlar

Greek School Principals’ Efficacy Beliefs on Teacher Performance Evaluation

Abstract

This study, through quantitative approach, aims to determine the level of Greek school principals’ self-efficacy (SE) beliefs regarding their new role as evaluators of their teaching staff. It also aims to examine how these principals’ specific evaluative efficacy (SEE) relates to their: a) general self-efficacy (GSE), b) generalized leadership efficacy (GLE), and c) evaluation’s expected results (EER). The sample of the study consisted of 151 principals working in the Primary and Secondary Education of a large region in Athens, in the autumn of 2014. The survey’s results show that the principals report a quite high level of GSE and GLE but a lower level concerning SEE. The principals’ educational level raises the perceived SEE. The survey’s variables are positively correlated with each other. Finally, GSE compared to GLE, constitutes a better predictor model for SEE. Results are discussed along with implications and suggestions for further research and for enhancing efficacy

Keywords

• School principal, teacher evaluation, general & specific self-efficacy, generalized leadership efficacy, expected results

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