Examining Teacher Professionalism and Teacher Leadership Perception of Teachers Working in Vocational High Schools

Abstract

The main purpose of this research is to examine the perceptions of vocational high school teachers about teacher professionalism and teacher leadership. The study group of this qualitative research which is in phenomenology design included 34 teachers working in Eyüpsultan district of İstanbul province during 2017-2018 academic year. Data were collected through a semi-structured interview form. Content analysis was performed on the data obtained and the findings were reported. It has been concluded that social and cultural activities should be realized for teacher leadership, high quality in-service trainings should be organized and communication should be strengthened. It has been found that teacher leadership is perceived as necessity as the teachers are influenced with priority from the decisions made in school whereas it is perceived as nonnecessity because it makes it difficult to make decisions. It has been concluded that professional teachers are perceived as autonomous and self-regulated individuals who design creative and productive activities, have undergraduate level education. 

Keywords

• Vocational High School,Qualitative Study,Teacher Leadership,Teacher Professionalism

Meslek Lisesi Öğretmenlerinin Öğretmen Profesyonelliği ve Öğretmen Liderliğine İlişkin Algılarının İncelenmesi

Öz

Bu araştırmanın temel amacı meslek lisesi öğretmenlerinin öğretmen profesyonelliği ve öğretmen liderliğine ilişkin algılarını incelemektir. Olgu bilim deseninde tasarlanmış bu nitel araştırmanın çalışma grubunu 2017-2018 eğitim-öğretim yılında İstanbul ili Eyüpsultan ilçesinde çalışan toplam 34 öğretmen oluşturmuştur. Araştırma verileri yarı yapılandırılmış görüşme formuyla toplanmıştır. Elde edilen veriler ile içerik analizi yapılarak bulgular raporlaştırılmıştır. Öğretmen liderliği için sosyal ve kültürel etkinlikler gerçekleştirilmesi gerektiği, nitelikli hizmet içi eğitimler düzenlenmesi gerektiği ve iletişimin güçlendirilmesi gerektiği sonucuna ulaşılmıştır. Öğretmen liderliğinin öğretmenlerin alınan kararlardan birinci derecede etkilenmesinden dolayı gerekli olarak algılanmasının yanında karar almayı zorlaştırmasından dolayı gereksiz olarak algılandığı tespit edilmiştir. Profesyonel öğretmenlerin yaratıcı ve üretici etkinlikler tasarlayan, lisans düzeyinde eğitime sahip, özerk ve öz denetimli bireyler olarak algılandığı sonucuna ulaşılmıştır.

Anahtar Kelimeler

• Öğretmen Profesyonelliği,Öğretmen Liderliği,Nitel Araştırma,Meslek Lisesi

Kaynakça

1. Abawi, L. A., Leach, T. ve Raitelli, J. (2018). Building Capacity and Enacting School Improvement Policy: Voices from the Field. International Journal of Education, 10(1), 106-124.
2. Adams, G. (2017). Using a Narrative Approach to Illuminate Teacher Professional Learning in an Era of Accountability. Teaching and Teacher Education, 67, 161-170.
3. Akman, Y. (2017). Sosyal Sermaye ve Öğretmenlerin Okulları ile Özdeşleşmeleri İlişkisinde Lider-Üye Etkileşiminin Aracılık Etkisi. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 6(1), 263-281.
4. Alhameedyeen, R. A. B. (2018). The Degree to Which Secondary Teachers in Public Schools Accept the Use of Transformative Leadership by Their Principals from Their Perspective. Modern Applied Science, 12(6), 6-16.
5. Alstete, J. W. (2007). College Accreditation: Managing Internal Revitalization and Public Respect. New York: Palgrave Macmillan.
6. Altunay, E. (2017). Sınıf Yönetiminde Öğretmenlerin Öğretimsel Liderlik Rolleri. Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 20(37), 19-44.
7. Avidov-Ungar, O. ve Arviv-Elyashiv, R. (2018). Teacher Perceptions of Empowerment and Promotion During Reforms. International Journal of Educational Management, 32(1), 155-170.
8. Badiali, B. J. (2018). Teacher LEaderhip and Student Learning. İçinde: J. Hunzicker (Ed.), Teacher Leadership in Professional Development Schools (s. 107-118). Bingley: Emerald Publishing.

9. Balyer, A. (2016). Öğretmen Liderler: Öğretmen Algıları Üzerine Nitel Bir Araştırma. Elementary Education Online, 15(2), 391-407.
10. Balyer, A. (2017). School Principlas’ Views on Administration Work, Their “Frequent Turnover” and Its Effects on Their Work. The Qualitative Report, 22(5), 1471-1487.
11. Balyer, A. ve Kural, S. (2018). Öğretmenlerin Eğitim Sürecinde Yaşanan Değişimlerdeki Rolleri ve Bu Değişimlere Uyumlarına İlişkin Görüşleri. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 37(1), 63-80.
12. Basich, C. W. (2018). Teacher Leadership: Effects on Job Satisfaction and Teacher Retention. Yayınlanmamış Doktora Tezi, Youngstown State University.
13. Beachum, F. ve Dentith, A. M. (2004). Teacher Leaders Creating Cultures of School Renewal and Transformation. The Educational Forum, 68(3), 276-286.
14. Berg, J. H., Carver, C. L. ve Mangin, M. M. (2018). Buülding a Research Community, Developing a Coherent Field of Study. International Journal of Teacher Leadership, 9(1), 9-30.
15. Blackmore, J. (2010). Leadership Gender. İçinde: E. Baker ve B. McGraw (Ed.), International Encyclopedia of Education (s. 797-802). Kidlington: Elsevier.
16. Bogotch, I., Schoorman, D. ve Reyes-Guerra, D. (2017). Forming the Need Dialogue Between Educational Leadership and Curriculum Inquiry: Placing Social Justice, Democracy, and Multicultural Perspectives into Practice. İçinde: M. Uljens ve R. M. Yilmaki (Ed.), Bridging Educational Leadership, Curriculum Theory and Didaktik: Non-Affirmative Theory of Education (s. 283-308).
17. Brown, K. D. ve Carnes, G. N. (2010). Teacher Education for Elementary Education. İçinde: P. Peterson, E. Baker ve B. McGraw (Ed.), International Encyclopedia of Education (s. 725-731). Kidlington: Elsevier.
18. Buldu, M. (2014). Öğretmen Yeterlik Düzeyi Değerlendirmesi ve Mesleki Gelişim Eğitimleri Planlanması Üzerine Bir Öneri. Millî Eğitim Dergisi, 204, 114-134.
19. Butler, D., Leahy, M., Hallissy, M. ve Brown, M. (2017). Scaling a Model of TEacher Professional Learning – Harnessing MOOCS to Recreate Deep Learning Conversations. İçinde: A. Tantall ve M. Webb (Ed.), Tomorrow’s Learning: Involving Everyone (s. 149-160). Cham: Springer.
20. Can, E. (2017). Öğretmenlik Mesleği: Mevcut Durum ve Uygulamalar. Eğitime Farklı Bakış (s. 41-56). Ankara: EYUDER.
21. Cansoy, R. ve Parlar, H. (2018). Okul Etkililiğinin Bir Yordayıcısı Olarak Öğretmen Liderliği. Kastamonu Education Journal, 26(3), 925-934.
22. Cranston, J. ve Kusanovich, K. (2016). Ethnotheatre and Creative Methods for Teacher Leadership. Cham: Palgrave Macmillan.
23. Cumming, J. J. (2010). Classroom Assessment in Policy Context (Australia). İçinde: P. Peterson, E. Baker ve B. McGraw (Ed.), International Encyclopedia of Education (s. 417-424). Kidlington: Elsevier.
24. Çakır, S. ve Sezgin Nartgün, Ş. (2018). Ortaöğretim Öğretmenlerinin Örgütsel Destek ile Sosyal Kaytarma Davranış Düzeyleri. Uluslararası Sosyal Araştırmalar Dergisi, 11(55), 555-570.
25. Çetin, M. ve Çayak, S. (2016). Öğretmenlerin Öğretmen Liderliğine Yönelik Görüşlerinin İncelenmesi. Uluslararası Eğitim Bilimleri Dergisi, 9, 200-222.
26. Daft, R. L. (2008). The Leadership Experience. Mason: Thomson.
27. Dampson, D. G. ve Frempong, E. A. (2018). The ‘Push and Pull’ Factors of Distributed Leadership: Explorng Views of Headteachers Across Two Countries. Asian Journal of Education and Training, 4(2), 121-127.
28. Danielson, C. (2006). Teacher Leadership that Strengthens Professional Practice. Alexandria: Association for Supervision and Curriculum Development.
29. Danielson, C. (2007). The Many Faces of Leadership. Teachers as Leaders, 65(1), 14-19.
30. Demirkasımoğlu, N. (2010). Defining “Tacher Professionalism” from Different Perspectives. Procedia Social and Behavioral Sciences, 9, 2047-2051.
31. Demirkol, M. (2010). İlköğretim Okullarında Öğretmenlere Yönelik Okul-Temelli Hizmet İçi Eğitim Etkinliklerinin Değerlendirilmesi. Millî Eğitim Dergisi, 188, 158-173.
32. Drori, G. S. (2018). Creativity and the Governance of Universities: Encounters of the Third Kind. European Review, 1-14.
33. Elçiçek, Z. Ve Barut, Y. (2016). Aday Öğretmenlerin Öğretmen Olmadan Önce Öğretmenlik mesleğinden Beklentileri ve Bu Beklentilerin Karşılanma Durumunun İncelenmesi. TURAN-SAM Uluslararası Bilimsel Hakemli Dergisi, 8(32), 434-443.
34. Erdemli, Ö. (2018). Öğretmene Yönelik Şiddet: Medyaya Yansyan Olayların İncelenmesi. İçinde: Y. Karaman Kepenekci ve P. Taşkın (Ed.). Prof. Dr. Emine Akyüz’e Armağan: Akademisyenlikte 50 Yıl (s. 583-594). Ankara: Pegem Akademi.
35. Evans, L. (2008). Professionality and the Development of Education Professionals. British Journal of Educational Studies, 56(1), 20-38.
36. Evans, L. (2011). The ‘Shape’ of Teacher Professionalism in England: Professional Standards, Performance Management, Professional Development and the Changes Proposed in the 2010 White Paper. British Educational Research Journal, 37(5), 851-870.
37. Firestone, W. A. ve Robinson, V. M. J. (2010). Research on Educational Leadership – Approaches/Promising Directions. İçinde: E. Baker ve B. McGraw (Ed.), International Encyclopedia of Education (s. 470-745). Kidlington: Elsevier.
38. George, J. M. ve Jones, G. R. (2012). Understanding and Managing Organizational Behavior. Boston: Prentice Hall.
39. Gewirtz, S., Mahony, P., Hextall, I. ve Cribb, A. (2009). Changing Teacher Professionalism: International Trends, Challenges and Ways Forward. Oxon: Routledge.
40. Godlesky, L. E. (2018). Examining the Relationship Between Teacher Leadership Perception and Professional Learning Community Engagement.Yayınlanmamış Doktora Tezi, Rowan Üniversitesi.
41. Göker, S. D. ve Gündüz, Y. (2017). Dünya Ölçeğinde Öğretmenlerin Saygınlık Statüsü ve Özlük Hakları. Millî Eğitim Dergisi, 213, 177-196.
42. Greenle, B. J. (2007). Building Teacher Leadership Capacity Through Educational Leadership Programs. Journal of Research for Educational Leaders, 4(1), 44-74.
43. Gündüz, Y. ve Korkmaz, Z. S. (2014). Öğretmen Eğitiminde Kuramsal Bilginin Önemi. Gümüşhane Üniversitesi Sosyal Bilimler Elektronik Dergisi, 11, 18-33.
44. Haley, K., Urquhart, C., Jones, N. C.Silverman, J. ve Hunzicker, J. (2018). Teacher Leaders Reflections: Teacher Leadership and Student Learning. İçinde: J. Hunzicker (Ed.), Teacher Leadership in Professional Development Schools (s. 99-106). Bingley: Emerald Publishing.
45. Halıcı Karabatak, S. (2018). Öğretmenlerin Proaktif Davranış Düzeyleri ile Beş Faktör Kişilik Özellikleri Arasındaki İlişkinin İncelenmesi. Mecmua Uluslararası Sosyal Bilimler Dergisi, 5, 48-64.
46. Hargreaves, A. (2000). Four Ages of Professionalism and Professional Learning. Teachers and Teaching: History and Practice, 6(2), 151-182.
47. Harris, A. (2010). Teacher Leadership and Organizational Development. İçinde: P. Peterson, E. Baker ve B. McGraw (Ed.), International Encyclopedia of Education (s. 40-44). Kidlington: Elsevier.
48. Harris, A. ve Mujis, D. (2005). Improving School through Teacher Leadership. Berkshire: Open University Press.
49. Hess, F. M. ve Fennel, M. (2015). Point-Counterpoint: Teacher Professionalism. Kappa Delta Pi Record, 51(4), 159-166.
50. Hiebert, M. ve Klatt, B. (2001). The Encyclopedia of Leadership: A Practical Guide to Popular Leadership Theories and Techniques. New York: McGraw-Hill.
51. Hildebrandt, S. A. ve Eom, M. (2011). Teacher Professionalization: Motivational Factors and the Influence of Age. Teaching and Teacher Education, 27, 416-423.
52. Howard, S. J. (2018). The Impact of Stress on the Turnover Rates for Teachers in Low-Performing Public Elementary Schools. Yayınlanmamış Doktora Tezi, Nova Southeastern University.
53. Hughes, R. L, Ginnett, R. C. ve Curphy, G. J. (2012). Leadership: Enhancing the Lessons of Experience. New York: McGraw-Hill Irwin.
54. Hunzicker, J. (2018). Teacher Leadership in Professional Development Schools: A Definition, Brief History, and Call for Further Study. İçinde: J. Hunzicker (Ed.), Teacher Leadership in Professional Development Schools (s. 19-37). Bingley: Emerald Publishing.
55. Ingersoll, R. M., Sirinides, P., ve Dougherty, P. (2018). Leadership Matters: Teachers’ Roles in School Decision Making and School Performance. American Educator, 42(1), 13-17.
56. Institute for Educational Leadership (IEL) (2011). Teacher Leadership in High Schools: How Principals Encourage it, How Teachers Practice it. Teacher Leadership: The New Foundations of Teacher Education, 408, 115-128.
57. Jacques, C., Weber, G., Bosso, D., Olson, D. ve Bassett, K. (2016). Great to Influential: Teacher Leaders’ Roles in Supporting Iinstruction. American Institute for Research.
58. John, S. B. S. (2018). How do Leadership Standards Affect Motivation. Yayınlanmamış Doktora Tezi, Lynn University.
59. Karaman, M., Acar, A., Kılıç, O., Buluş, U. Ve Erdoğan, Ö. (2013). Sakarya İlinde Görev Yapan Öğretmenlerin Gözüyle “Öğretmenşik Mesleğinin Statüsü ve Saygınlığı”. VI. Ulusal Lisansüstü Eğitim Sempozyumu Bildiriler Kitabı (s. 104-110). Sakarya: Sakarya Üniversitesi.
60. Kennedy, A. (2007). Continuing Professional Development (CPD) Policy and the Discourse of Teacher Professionalism in Scotland. Research Papers in Education, 22(1), 95-111.
61. Kılınç, A. Ç. (2014). Examining the Relationship Between Teacher Leadership and School Climate. Educational Sciences: Theory & Practice, 14(5), 1729-1742.
62. Kılınç, A. Ç., Cemaloğlu, N. ve Savaş, G. (2015). The Realtionship Between Teacher LEdeship, eacher Professionalism, and Perceived Stress. Eurasian Journal of Educational Research, 58, 1-26.
63. Kolsaker, A. (2008). Academic Professionalism in the Managerialist Era: A Study of English Universities. Studies in Higher Education, 33(5), 513-525.
64. Krippendorff, K. (2004). Content Analysis: An Introduction to its Methodology. California: Sage Publications.
65. Lail, J. (2018). Building Teacher Efficacy: Challenges of Creating Communities of Practice Among New Teachers and Veteran Teachers in a Toxic Work Environment. Yayınlanmamış Doktora Tezi, University of Kentucky.
66. Lankveld, T., Schoonenboom, J., Croiset, G., Volman, M. ve Beishuizen, J. (2017). The Role of Teaching Courses and Teacher Communities in Strenghtening the Identity and Agency of Teachers at University Medical Centres. Teaching and Teacher Education, 67, 399-409.
67. Lillibridge, F. (2012). Conclusion and Future Directions. İçinde: G. D. Levy ve N. A. Valcik (Ed.), Benchmarking in İnstitutional Research (s. 109-117). San Francisco: Jossey-Bass.
68. Lovett, S. (2018). Advocacy for Teacher Leadership: Opportunity, Preparation, Support, and Pathways. Cham: Springer.
69. Lumpkin, A., Claxton, H. ve Wilson, A. (2014). Key Characteristics of Teacher Leaders in Schools. Administrative Issues Journal: Connecting Education, Practice, and Research, 4(2), 59-67.
70. Matlach, L. (2015). Policy snapshot. American Institute for Research.
71. McCay, L., Flora, J., Hamilton, A. ve Riley, J. F. (2001). Reforming Schools through Teacher Leadership: A Program for Classroom Teachers as Agents of Change. Educational Horizons, 79(3), 135-142.
72. Miles, M. B. ve Huberman, M. A. (1994). An expanded sourcebook qualitative data analysis. Londra: Sage Publications.
73. Millî Eğitim Bakanlığı (MEB) (2006). Yönetici ve Öğretmenlerinin Ders ve Ek Ders Saatlerine İlişkin Karar.
74. Mintrop, R., Ordenes, M., Coghlan, E., Pryor, L. ve Madero, C. (2018). Teacher Evaluation, Pay for Performance, and Learning Around Instruction: Between Dissonant Incentives and Resonant Procedures. Educational Administration Quarterly, 54(1), 3-46.
75. Muhammad, S. N. H. ve Jaafar, S. N. (2015). TVET Teacher Professionalism in Leadership Personality Information. Journal of Education and Practice, 6(1), 143-147.
76. Murphy, J. (2005). Connecting Teacher Leadership and School Improvement. California: Corwin Press.
77. National Network of State Teachers of the Year (NNSTOY) (2017). Teacher Leader Model Standards. (Erişim: 22/10/2017), http://www.nnstoy.org/teacher-leader-model-standards/
78. Nebres, B. F. (2002). International Benchmarking as a Way to Improve School Mathematics Achievement in the Era oOf Globalization. İçinde: G. Kaiser, E. Luna ve I. Huntley (Ed.), International Comparisons in Mathematics Education (s. 200-212). Londra: Taylor & Francis.
79. Nieto, S. (2018). Beginning is Always the Hardest. Kappa Delta Pi Record, 54(1), 8-13.
80. Okçabol, R. (2004). Öğrenci, Öğretmen, Öğretmen Adayı ve Öğretim Elemanı Gözüyle Öğretmen Yetiştirme! XIII. Ulusal Eğitim Bilimleri Kurultayı, 6-9 Temmu 2004 İnönü Üniversitesi Eğitim Fakültesi, Malatya.
81. Osmond-Johnson, P. (2015). Supporting Democratic Discourses of Teacher Professionalism: The Case of the Alberta Teachers’ Association. Canadian Journal of Educational Administration and Policy, 171, 1-27.
82. Osmond-Johnson, P. (201). Discourses of Teacher Professionalism: “From Within” and “From Without” or Two Sides of the Same Coin?. Canadian Journal of Educational Administration and Policy, 185, 61-72.
83. Özçetin, S. (2018). Okul Müdürü ve Öğretmenlerin Öğretmen Liderliğine İlişkin Ürettikleri Metaforlar. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 7(1), 1-20.
84. Öztürk, N. ve Şahin, S. (2017). Eğitim Örgütlerinde Örgüt Kültürü ve Öğretmen Liderliği: Lider-Üye Etkileşiminin Aracılık Rolü. Elementary Education Online, 16(4), 1451-1468.
85. Patton, M. Q. (2002). Qualitative Research & Evaluation Methods. Londra: Sage Publications.
86. Poekert, P. E. (2012). Teacher Leadership and Professional Development: Examining Links between Two Concepts Central to School Iimprovement. Professional Development in Education, 38(2), 169-188.
87. Polatcan, M. ve Cansoy, R. (2018). Türkiye’de Etkili Okul Araştırmaları: Ampirik Araştırmaların Analizi. Sakarya University Journal of Education, 8(3), 8-24.
88. Reeves, D. B. (2008). Reframing Teacher Leadership to Improve your School. Alexandria: Association for Supervision and Curriculum Development.
89. Robson, J. (2006). Teacher Professionalism in Further and Higher Education: Challenges to Culture and Practice. Oxon: Routledge.
90. Saqipi, B., Aunta, T. ve Korpinen, E. (2014). Understanding the Context of Teacher Professionalism in Education Systems Undergoing Transition – Kosovo Case. Procedia – Social and Behovioral Sciences, 112, 635-646.
91. Sawyer, R. D., Neel, M. ve Coulter, M. (2016). At the Crossroads of Clinical Practice and Teacher Leadership: A Changing Paradigm for Professional Practice. Intenational Journal of Teacher Leadership, 7(1), 17-36.
92. Schleicher, A. (2018). Valuing Our Teachers and Raising their Status: How Communities Can Help. Paris: OECD Publishing.
93. Sergis, S., Voziki, T., ve Sampson, D. (2018). School Leadership: An Analysis of Competence Frameworks. İçinde: D. Sampson, D. Ifenthaler, J. M. Spector ve P. Isaías (Ed.), Digital Technologies: Sustainable Innovations for Improving Teaching and Learning (s. 3-26). Cham: Springer.
94. Shuck, S., Aubusson, P., Burden, K. Ve Brindley, S. (2018). Uncertainity in Teacher Education Futures: Scenarios, Politics and STEM. Singapore: Springer.
95. Silverman, D. (2013). Doing Qualitative Research. Londra: Sage Publications.
96. Sirotova, M. (2013). Undergraduate Teacher Training – Space for the Formation of Habit and Teacher Professionalism. Procedia – Social and Behavioral Sciences, 106, 3172-3183.
97. Smylie, M. A. ve Eckert, J. (2018). Beyond Superheroes and Advocacy: The Pathway of Teacher Leadership Development. Educational Management Administration & Leadership, 46(4), 556-577.
98. Southern, R. K. (2018). Teacher Autonomy and Centralization: Predicting School Effectiveness. Yayınlanmamış Doktora Tezi, University of Alabama.
99. Stronge, J. H. (2007). Qualities of Effective Teachers. Alexandria: Association for Supervision and Curriculum Development.Supovitz, J. A. (2018). Teacher Leaders’ Work with Peers in a Quasi-Formal Teacher Leadership Model. School Leadership & Management, 38(1), 53-79.
100. TeKippe, S. S. ve Faga, K. K. (2016). The Missing Piece in Teacher Preparation Programs: Leadership Education. International Journal of Humanities and Social Science, 6(8), 7-12.
101. Tschannen-Moran, M. (2009). Fostering Teacher Professionalism in Schools: The Role of Leadership Orientation and Trust. Educational Administration Quarterly, 45(2), 217-247.
102. Tunç, H. S. ve Gökçe, A. T. (2018). Okul Yöneticilerinin Alo 147 Hakkındaki Görüşlerinin Bilgi Uçurma Açısından Değerlendirilmesi. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 6(4), 477-487.
103. Uçar, R. ve Dağlı, A. (2017). İlkokul Müdürlerinin Dağıtımcı Liderlik Davranışları ile Öğretmenlerin Motivasyon ve Yaratıcılık Düzeyleri Arasındaki İlişki. Elektronik Sosyla Bilimler Dergisi, 16(20), 198-216.
104. Ünsal, S. ve Bağçeci, B. (2016). Öğretmenlerin Mesleki İmajlarına İlişkin Görüşleri ve Mesleki İmaja Etki Eden Faktörler. Journal of Human Sciences, 13(3), 3905-3926.
105. Webb, R., Vulliamy, G., Hämäläinen, S., Sarja, A., Kimonen, E. ve Nevalainen, R. (2004). A Comparative Analysis of Primary Teacher Professionalism in England and Finland. Comparative Education, 40(1), 83-107.
106. Weber, R. P. (1990). Basic Content Analysis. California: Sage Publications.
107. Weiner, J. ve Woulfin, S. L. (2018). Sailing Across the Divide: Challenges to the Transfer of Teacher LEadership. Journal of Research on Leadership Education, 13(3), 210-234.
108. Wong, Y. L. (2017). Staff Management in Privatized Education Systems and the Professionalism of Teachers: The Case of Macao. Research in Educational Administration & Leadership, 2(2), 195-218.
109. Woodcock, S. ve Hardy, I. (2017). Probing and Problematizing Teacher Professional Development for Inclusion. International Journal of Educational Research, 83, 43-54.
110. Yıldırım, A. ve Şimşek, H. (2016). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.
111. Yıldırım, O., Ünsal, N. ve Tolunay, B. (2015). Özel Eğitim Öğretmenlerinin Hizmet İçinde Yetiştirilme Düzeyleri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 15, 259-274.
112. Yılmaz, M. (2007). Sınıf Öğretmeni Yetiştirmede Teknoloji Eğitimi. Gazi Üniverssitesi Gazi Eğitim Fakültesi Dergisi, 27(1), 155-167.
113. Yılmaz, K., Oğuz, A. ve Altınkurt, Y. (2017). Öğretmenlerin Liderlik Davranışları ile Öğrenen Özerkliğini Destekleme Davranışları Arasındaki İlişki. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32(3), 659-675.
114. Yirci, R. (2017). Öğretmen Profesyonelliğinin Önündeki Engeller ve Çözüm Önerileri. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 18(1), 503-522.
115. Zepeda, S. J., Mayers, R. S. ve Benson, B. N. (2003). The Call to Leadership. New York: Routledge.