Okul Müdürünün Öğretim Liderliği Davranışları ile Öğretmen Mesleki Öğrenmesi Arasındaki İlişkinin İncelenmesi: Öğretmen Motivasyonunun Aracı Rolü

Yıl 2023, Cilt: 10 Sayı: 1, 32 - 46, 31.01.2023

Göktuğhan Yılmaz Ali Çağatay Kılınç

Öz

Bu araştırmanın amacı, okul müdürünün öğretim liderliği davranışları ile öğretmen mesleki öğrenmesi arasındaki doğrudan ve öğretmen motivasyonu aracılığıyla dolaylı ilişkileri ortaya koymaktır. Araştırma verileri Türkiye’nin Zonguldak ilinde görev yapan toplam 365 öğretmenden toplanmıştır. Öğretim liderliğinin bağımsız, öğretmen motivasyonun aracı ve öğretmen mesleki öğrenmesinin bağımlı değişken olarak kurgulandığı ilişkisel tarama modelindeki bu çalışmada, değişkenler arasındaki yapısal ilişkileri test etmek amacıyla Yapısal Eşitlik Modellemesi (YEM) kullanılmıştır. Araştırma sonuçları, okul müdürlerinin öğretim liderliği davranışlarının öğretmen mesleki öğrenmesiyle doğrudan ve öğretmen motivasyonu üzerinden dolaylı olarak ilişkili olduğunu göstermektedir. Bu araştırma, öğretmen motivasyonunun öğretim liderliği ile öğretmen mesleki öğrenmesi arasındaki ilişkiye aracılık eden bir değişken olduğunu ortaya koyarak alandaki bilgi birikimine katkıda bulunmaktadır. Araştırma sonuçlarına dayalı olarak politika ve uygulamaya dönük bazı çıkarımlar sunulmuştur

Anahtar Kelimeler

Öğretim liderliği, öğretmen motivasyonu, öğretmen mesleki öğrenmesi, öğretmen

Examining the Association Between Principal Instructional Leadership Practices and Teacher Professional Learning: The Mediating Role of Teacher Motivation

Öz

The purpose of this study is to illuminate the direct association between principal instructional leadership practices and teacher professional learning and the indirect relationship via teacher motivation. The data of the study were gathered from 356 teachers working in Zonguldak province of Turkey. This cross-sectional study addressed the principal's instructional leadership as an independent variable, teacher motivation as a mediator, and teacher professional learning as a dependent variable, and performed Structural Education Modelling (SEM) to test the relationships among these variables. Results illustrated that principal instructional leadership had direct association with teacher professional learning, and indirect relationship through teacher motivation. The present study adds evidence to the accumulated knowledge base by concluding that teacher motivation is a significant variable that mediates the empirical link between principal instructional leadership and teacher professional learning. The study provides several implications for policy and practice.

Anahtar Kelimeler

Principal instructional leadership, teacher motivation, teacher professional learning, teacher.

Kaynakça

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