Öğrenme Merkezli Liderlik ve Öğretmenlerin Örgütsel Kimlik Algıları Arasındaki İlişki

Abstract

Araştırmada öğretmenlerin görüşlerine göre okul müdürlerinin öğrenme merkezli liderlik davranışları ile öğretmenlerin örgütsel kimlik algıları arasında anlamlı bir ilişki olup olmadığını ortaya çıkarmak amaçlanmıştır. İlişkisel tarama yönteminin kullanıldığı araştırmanın çalışma grubunu 2020-2021 eğitim öğretim yılında Bolu ili merkez ilçede bulunan orta öğretim kurumlarında görev yapan ve çalışmaya gönüllü olarak katılan 266 öğretmen oluşturmaktadır. Araştırmada veri toplama aracı olarak kişisel bilgiler formu ile birlikte öğrenme merkezli liderlik ölçeği ve öğretmen örgütsel kimlik algısı ölçeği kullanılmıştır. Araştırma sonucuna göre, öğretmenlerin öğrenme merkezli liderlik ile örgütsel kimlik algıları yüksek düzeydedir. Öğretmenlerin öğrenme merkezli liderliğe ve örgütsel kimlik algılarına yönelik görüşlerinde cinsiyet, bulunduğu okulda çalışma süresi, okul müdürüyle çalışma süresi gibi değişkenler farklılık oluşturmamaktadır. Kıdem değişkeni öğretmenlerin öğrenme merkezli liderliğe yönelik görüşlerinde ölçek toplamı ile öğrenme desteği sağlama ve öğrenme programlarını yönetme ve model olma alt boyutlarında anlamlı fark oluştururken, örgütsel kimlik algılarında farklılık oluşturmamıştır. Öğrenme merkezli liderlik ile örgütsel kimlik arasında pozitif yönlü, orta düzeyli bir ilişki vardır.

Keywords

• Öğrenme Merkezli Liderlik,
• Örgütsel Kimlik,
• Öğretmen

The Relationship Between Learning - Centered Leadership and Teachers’ Organizational Identitiy Perceptions

Abstract

In the study, it is aimed to reveal whether there is a significant relationship between the learning-centered leadership behaviors of school principals and teachers' perceptions about organizational identity according to teachers' views. 266 teachers working in secondary education institutions in the central district of Bolu province in the 2020-2021 academic year who voluntarily participated in the study make up the study group of the research in which the relational screening method has been used. In the research, as for data collection tools, learning-centered leadership scale and teacher organizational identity perception scale have been used together with the personal information form. When the result of the research is considered, teachers' perceptions of learning-centered leadership and organizational identity are high. Variables such as gender, working time at the school, working time with the school principal do not make difference in teachers' views on learning-centered leadership and organizational identity perceptions. While the seniority variable creates a significant difference in the teachers' views on learning-centered leadership in the sub-dimensions of providing learning support, managing learning programs and being a model, it does not make difference in their perceptions of organizational identity. There is a positive, reasonable relationship between learning-centered leadership and organizational identity.

Keywords

• Learning Centered Leadership,
• Organizational Identity,
• Teacher

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