Okul Yöneticisinin Koçluk Davranışları İle Okulların Akademik İyimserlikleri Arasındaki İlişkinin İncelenmesi

Abstract

Bu araştırma, okul yöneticilerinin koçluk davranışları ile okulların akademik iyimserlikleri arasındaki ilişki durumunu ortaya koymak amacıyla yapılmıştır. Araştırma ilişkisel tarama modeliyle desenlemiştir. Araştırmanın evrenini Manisa ilinin Salihli ilçesinde kamu okullarında görev yapan 2487 öğretmen, örneklemini ise kolay ulaşılabilir örnekleme yoluyla ulaşılan 497 ilkokul, ortaokul ve lise öğretmeni oluşturmaktadır. Araştırmada elde edilen sonuçlar şu şekildedir. Öğretmenlerin okul müdürlerinin koçluk davranışlarına yönelik algı düzeyleri yüksektir. Okul müdürlerinin koçluk davranışlarını göstermelerine yönelik öğretmen algılarının, cinsiyet ve okulda ki öğretmen sayısı değişkenlerine göre farklılaştığı, diğer değişkenlerine göre ise farklılaşmadığı görülmüştür. Öğretmenlerin akademik iyimserliklerinin yüksek düzeyde olduğu anlaşılmaktadır. Öğretmenlerin akademik iyimserliklerinin görev yapılan okul düzeyi ve mezuniyet durumu değişkenlerine göre anlamlı olarak farklılaştığı tespit edilmiştir. Öğretmenlerin okul müdürlerinin koçluk davranışı göstermelerine yönelik algıları ile akademik iyimserlik düzeyleri arasında anlamlı, pozitif yönlü ve orta düzeyde bir ilişki bulunmaktadır. Yine okul müdürlerinin koçluk davranışlarından durum saptama davranışı boyutuna yönelik öğretmen algıları akademik iyimserlik düzeylerini yükseltmektedir.

Keywords

• Mentörlük
• akademik iyimserlik
• akademik vurgu

Examination of The Relationship Between School Administrator’ Coaching Behaviour and Academic Optimism Of Schools

Abstract

This study aims to reveal the relationship between school administrator’coaching behaviours and academic optimism of schools. It was designed with the correlational model. The population consisted of 2487 teachers in Salihli district of Manisa province and the sample consists of 497 teachers. This study adopted Convenience sampling method. According to the results of research, the perception levels of teachers toward the school administrators’ coaching behaviours were high. Additionally, as reported in the study, the perceptions of teachers toward administrators’ coaching behaviors at schools differed significantly in accordance with the variable of the number of teachers working at their schools and the gender variable, but no significant difference was determined in terms of the other variables. Teachers' perception level towards school academic optimism was high. The perception level of teachers regarding the schools’ academic optimism differed in accordance with the variables of the school level and graduation status significantly. There was a significant, medium-level and positive-oriented correlation among teachers’perception of administrators’ coaching behaviours and school academic optimism level of teachers. Subsequently, perceptions of teachers concerning situation determination dimension of administrator’ coaching behaviours in schools increased the level of teachers' academic optimism

Keywords

• Mentoring
• academic optimism
• acacdemic emphasis

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