Öğretmen Algılarına Göre Okul Yöneticilerinin Destekleyici Davranışları ile Psikolojik Güçlendirme Arasındaki İlişki

Abstract

Öğretmen algılarına göre okul yöneticilerinin destekleyici davranışları ile psikolojik güçlendirme arasındaki ilişkiyi belirlemeyi amaçlayan araştırmada nicel araştırma yöntemlerinden ilişkisel tarama modeli kullanılmıştır. Araştırmanın çalışma evrenini, Bolu il merkezinde bulunan ilkokullarda görev yapan toplam 400 öğretmen oluşturmuştur. Araştırmada; "Okul Yönetici (Müdür) Desteği Ölçeği" ve "Psikolojik Güçlendirme Ölçeği" kullanılmıştır. Veriler normal dağılım gösterdiği için verilerin analizinde parametrik testler uygulanmıştır. Araştırma sonucuna göre; öğretmenlerin okul yöneticilerinin duygusal ve öğretimsel destekleyici davranışlarına yönelik algılarının kısmen katılıyorum düzeyinde olması, okul yöneticilerinin duygusal ve öğretimsel anlamda öğretmenleri desteklemede yetersiz kaldıklarını göstermektedir. Öğretmenlerin mesleki gelişiminde en yakın bilgi kaynağı olması gereken okul yöneticilerinin denetleme ve rehberlik görevleri bulunduğundan öğretimsel anlamda öğretmenleri desteklemede yetersiz kalmaları düşünülmesi gereken bir durumdur. Öğretmelerin psikolojik güçlendirme algılarının özerklik boyutunda orta düzeyde çıkması da dikkat çeken ve çarpıcı bir sonuçtur. Okul yöneticilerinin destekleyici davranışları ile öğretmenlerin psikolojik güçlendirme algıları arasında pozitif yönlü yüksek düzeyde anlamlı bir ilişki vardır. Okul yöneticilerinin destekleyici davranışları öğretmenlerin psikolojik güçlendirme algıları üzerinde anlamlı bir yordayıcıdır.

Keywords

• Yönetici desteği
• güçlendirme
• psikolojik güçlendirme
• yönetici
• öğretmen

The Relationship Between Supportive Behaviors of School Administrators and Psychological Empowerment According to Teacher Perceptions

Abstract

This study aims to determine the relationship between school administrators' supportive behaviours and psychological empowerment according to teacher perceptions, relational survey model as a quantitative research method was used. The population of the study consisted of 400 teachers working at primary schools in central Bolu, Turkey in the 2020-2021 academic year. As data collection instruments, Administrator Support Scale (PSS) and Psychological Empowerment Scale (PES) were used. Since the data showed normal distribution, parametric tests were employed in the analysis of the data. According to the results of the study, the fact that the teachers' perceptions of the supportive behaviors of the school administrators in terms of emotional and educational support are at the level of slightly agree shows that school administrators are inadequate at supporting teachers emotionally and educationally. Since the school administrators who should be the closest source of information in the professional development of the teachers have supervision and guidance duties, it should be taken into consideration that they are incapable of supporting the teachers in educational sense. That the teachers’ perceptions of psychological empowerment in the dimension of self-determination are at the moderate level is also a striking result. There is a positive and highly significant relationship between the supportive behaviours of school administrators and teachers' perceptions of psychological empowerment. Supportive behaviors of school administrators are a significant predictor of teachers' perceptions of psychological empowerment

Keywords

• : Principal support
• empowerment
• psychological empowerment
• administrator
• teacher

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