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Yıl 2014, Cilt: 10 Sayı: 1, 1 - 23, 02.02.2014

Servet Özdemir Ali Kılınç

Öz

Scholar have recently exerted a great deal of time and effort on investigating the concept of academic optimism in the content of achieving a higher level of student success. The purpose of this study was to examine the relationships between bureaucratic school structure and teacher academic optimism. This study concentrating on examining the relationships between bureaucratic school structure and teacher sense of academic optimism conducted relational search model and made use of a survey for gathering data. A total of 211 teachers employed in 14 primary schools in Kastamonu participated in this study. "Enabling School Structure Scale" originally developed by Hoy and Sweetland (2000) and adapted into Turkish by Buluç (2009) and "Academic Optimism of Individual Teacher Measure" originally developed by Beard, Hoy and Woolfolk Hoy (2009) and adapted into Turkish by Yıldız (2011) were used to gather data. Mean, standard deviation, correlation and regression analyses were conducted to analyze the data. Results indicated that bureaucratic school structure was positively and significantly associated with teacher academic optimism and that bureaucratic school was a positive and significant predictor of teacher academic optimism. Results were discussed with regard to improving enabling school structures and teacher sense of academic optimism.

Anahtar Kelimeler

Bureaucratic school structure academic optimism teacher primary school.

Kaynakça

  • Adler, P. S., & Borys, B. (1996). Two types of bureaucracy: Enabling and coercive. Administrative Quarterly, 41, 61-89.
  • Allen, A. (2011). Academic optimism and instructional leadership in urban elementary schools (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3472225)
  • Anderson, K. (2012). Examining relationships between enabling structures, academic optimism and student achievement (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3520469)
  • Beard, K. L. S. (2008). An exploratory study of academic optimism and flow of elementary school teachers (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database.
  • Beard, K. S., Hoy, W. K., & Woolfolk Hoy, A. (2009). Academic optimism of individual teachers. Confirming a new construct. Working Paper, Ohio State University.http://www.waynekhoy.com/pdfs/Teacher_Academic_Optimism_ Measure.pdf adresinden 15.10.2013 tarihinde erişim sağlanmıştır.
  • Beard, K. S., Hoy, W. K., & Woolfolk Hoy, A. (2010). Academic optimism of individual teachers. Confirming a new construct. Teaching and Teacher Education, 26, 1136-1144.
  • Buluç, B. (2009). İlköğretim okullarında bürokratik okul yapısı ile okul müdürlerinin liderlik stilleri arasındaki ilişki. Eğitim ve Bilim, 34(132), 71-86. Cassity, A. H. (2012). Relationships among perceptions of professional learning communities, school academic optimism, and student achievement in Alabama middle and high schools (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3539972)
  • Cerit, Y. (2013). Okulun bürokratik yapısı ile sınıf öğretmenlerinin profesyonel davranışları arasındaki ilişki. Kuram ve Uygulamada Eğitim Yönetimi, 18(4), 497-5
  • Çoban, D., & Demirtaş, H. (2011). Okulların akademik iyimserlik düzeyi ile öğretmenlerin örgütsel bağlılığı arasındaki ilişki. Educational Administration: Theory and Practice, 17 (3), 317-348.
  • Dean, S. D. (2011). Collegial leadership, teacher professionalism, faculty trust: predicting teacher academic optimism in elementary schools (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3461037)
  • Hoy, W. K. (2003). An analysis of enabling and mindful school structures. Some theoretical, research and practical considerations. Journal of Educational Administration, 41(1), 87-108.
  • Hoy, W. K., & Miskel, C. G. (2010). Eğitim yönetimi. Teori, araştırma ve uygulama (7. Baskıdan Çev.) (S. Turan, Çev. Ed.). Ankara: Nobel. (Orijinal Basım. 2004).
  • Hoy, W. K., & Sweetland, S. R. (2000). Bureaucracies that work: Enabling not coercive. Journal of School Leadership, 10, 525-541.
  • Hoy, W. K., & Sweetland, S. R. (2001). Designing better schools: The meaning and nature of enabling school structure. Educational Administration Quarterly, 37, 296-321.
  • Hoy, W. K., Tarter, C. J., & Kottkamp, R. B. (1991). Open schools/healthy schools: Measuring organizational climate. Newbury Park: SAGE.
  • Hoy, W. K., Tarter, C. J., & Woolfolk Hoy, A. (2006). Academic optimism of schools: A force for student achievement. American Educational Research Journal, 43(3), 425-446.
  • Hoy, W. K., & Tschannen-Moran, M. (1999). Five faces of trust: An empirical confirmation in urban elementary schools. Journal of School Leadership, 9, 184-20
  • Kurz, N. M. (2006). The relationship between teachers’ sense of academic optimism and commitment to the profession (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3217407)
  • Lennon, P. A. (2010). The relationship of bureaucratic structure to school climate: An exploratory factor analysis of construct validity (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3421862)
  • Lynn, S. J. (2013). Teacher burnout and its relationships with academic optimism, teacher socialization, and teacher cohesiveness (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3552664)
  • Malloy, J. P. (2012). Effects of distributed leadership on teachers’ academic optimism and student achievement (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database.
  • Mayerson, D. R. (2010). The relationship between school climate, trust, enabling structures, and perceived school effectiveness (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3476662)
  • McGuigan, L. (2005). The role of enabling bureaucracy and academic optimism in academic achievement growth (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3179683)
  • McGuigan, L., & Hoy, W. K. (2006). Principal leadership: Creating a culture of academic optimism to improve achievement for all students. Leadership and Policy in Schools, 5(3), 203-229.
  • Messick, P. P. (2012). Examining relationships among enabling school structures, academic optimism and organizational citizenship behaviors (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3520487)
  • Mishoe, J. N. (2012). Academic optimism and academic success: An explanatory case study (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3553622)
  • Nelson, L. M. (2012). The relationship between academic optimism and academic achievement in middle schools in Mississippi (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3514704)
  • Reeves, J. B. (2010). Academic optimism and organizational climate: an elementary school effectiveness test of two measures (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3439839)
  • Rutledge II, R. D. (2010). The effects of transformational leadership on academic optimism within elementary schools (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3439841)
  • Sinden, J. E., Hoy, W. K., & Sweetland, S. R. (2004). An analysis of enabling school structure. Journal of Educational Administration, 42(4), 462-478.
  • Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805.
  • Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy. Its meaning and measure. Review of Educational Research, 68(2), 202-248.
  • Wagner, C. A. (2008). Academic optimism of Virginia high school teachers: Its relationship to organizational citizenship behaviors and student achievement (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3302006)
  • Watts, D. M. (2009). Enabling school structure, mindfulness, and teacher empowerment: test of a theory (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3390602)
  • Woolfolk Hoy, A., Hoy, W. K., & Kurz, N. W. (2008). Teacher’s academic optimism: The development and test of a new construct. Teaching and Teacher Education, 24, 821-835.
  • Woolfolk Hoy, A., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21, 343-356.
  • Wu, H. C. (2012). Collective responsibility, academic optimism, and student achievement in Taiwan elementary schools (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3520764)
  • Yalçın, S. (2012). İlköğretim okulu öğretmenlerinin mesleki tükenmişlik düzeyleri ile stres, psikolojik dayanıklılık ve akademik iyimserlik arasındaki ilişki (Yayımlanmamış yüksek lisans tezi). Gazi Üniversitesi, Ankara.
  • Yıldız, G. (2011). Akademik iyimserlik ölçeğinin Türkçeye uyarlanabilirliğinin incelenmesi (Yayımlanmamış yüksek lisans tezi). Gazi Üniversitesi, Ankara.

The Relationship Between Bureaucratic School Structure and Teachers' Level of Academic Optimism / Bürokratik Okul Yapısı ile Öğretmenlerin Akademik İyimserlik Düzeyleri Arasındaki İlişki

Yıl 2014, Cilt: 10 Sayı: 1, 1 - 23, 02.02.2014

Servet Özdemir Ali Kılınç

Öz

Son yıllarda araştırmacılar, öğrenci başarısının artırılmasında bağlamında akademik iyimserlik kavramının araştırılmasına yoğun bir zaman ve çaba harcamaktadırlar. Bu araştırmanın amacı, okulların bürokratik yapıları ile öğretmenlerin akademik iyimserlik düzeyleri arasındaki ilişkilerin incelenmesidir. Bürokratik okul yapısı ile öğretmenlerin akademik iyimserlik algıları arasındaki ilişkilere odaklanan mevcut araştırma, ilişkisel tarama modelinde tasarlanmış ve veri toplamak amacıyla ölçek kullanılmıştır. Araştırmaya, Kastamonu ili merkez ilçe sınırları içinde bulunan 14 ilköğretim okulunda görev yapan toplam 211 öğretmen katılmıştır. Araştırma verilerinin toplanmasında, Hoy ve Sweetland (2000) tarafından geliştirilen ve Buluç (2009) tarafından Türkçeye uyarlanan "Okul Yapısının Etkililiği Ölçeği" ve Beard, Hoy ve Woolfolk Hoy (2009) tarafından geliştirilen ve Yıldız (2011) tarafından Türkçeye uyarlanan "Bireysel Akademik İyimserlik Ölçeği" kullanılmıştır. Verilerin analizinde ortalama, standart sapma, korelasyon ve regresyon analizi kullanılmıştır. Araştırma sonuçları, etkili bürokratik okul yapısı ile öğretmenlerin akademik iyimserlik düzeyleri arasında olumlu ve anlamlı bir ilişki olduğunu ve etkili bürokratik okul yapısının öğretmenlerin akademik iyimserlik düzeylerinin anlamlı bir yardayıcısı olduğunu göstermektedir. Araştırma sonuçları, etkili bürokratik okul yapılarının ve öğretmenlerin akademik iyimserlik algılarının geliştirilmesi bağlamında tartışılmıştır.

Anahtar Kelimeler

Bürokratik okul yapısı akademik iyimserlik öğretmen ilköğretim okulu.

Kaynakça

  • Adler, P. S., & Borys, B. (1996). Two types of bureaucracy: Enabling and coercive. Administrative Quarterly, 41, 61-89.
  • Allen, A. (2011). Academic optimism and instructional leadership in urban elementary schools (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3472225)
  • Anderson, K. (2012). Examining relationships between enabling structures, academic optimism and student achievement (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3520469)
  • Beard, K. L. S. (2008). An exploratory study of academic optimism and flow of elementary school teachers (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database.
  • Beard, K. S., Hoy, W. K., & Woolfolk Hoy, A. (2009). Academic optimism of individual teachers. Confirming a new construct. Working Paper, Ohio State University.http://www.waynekhoy.com/pdfs/Teacher_Academic_Optimism_ Measure.pdf adresinden 15.10.2013 tarihinde erişim sağlanmıştır.
  • Beard, K. S., Hoy, W. K., & Woolfolk Hoy, A. (2010). Academic optimism of individual teachers. Confirming a new construct. Teaching and Teacher Education, 26, 1136-1144.
  • Buluç, B. (2009). İlköğretim okullarında bürokratik okul yapısı ile okul müdürlerinin liderlik stilleri arasındaki ilişki. Eğitim ve Bilim, 34(132), 71-86. Cassity, A. H. (2012). Relationships among perceptions of professional learning communities, school academic optimism, and student achievement in Alabama middle and high schools (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3539972)
  • Cerit, Y. (2013). Okulun bürokratik yapısı ile sınıf öğretmenlerinin profesyonel davranışları arasındaki ilişki. Kuram ve Uygulamada Eğitim Yönetimi, 18(4), 497-5
  • Çoban, D., & Demirtaş, H. (2011). Okulların akademik iyimserlik düzeyi ile öğretmenlerin örgütsel bağlılığı arasındaki ilişki. Educational Administration: Theory and Practice, 17 (3), 317-348.
  • Dean, S. D. (2011). Collegial leadership, teacher professionalism, faculty trust: predicting teacher academic optimism in elementary schools (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3461037)
  • Hoy, W. K. (2003). An analysis of enabling and mindful school structures. Some theoretical, research and practical considerations. Journal of Educational Administration, 41(1), 87-108.
  • Hoy, W. K., & Miskel, C. G. (2010). Eğitim yönetimi. Teori, araştırma ve uygulama (7. Baskıdan Çev.) (S. Turan, Çev. Ed.). Ankara: Nobel. (Orijinal Basım. 2004).
  • Hoy, W. K., & Sweetland, S. R. (2000). Bureaucracies that work: Enabling not coercive. Journal of School Leadership, 10, 525-541.
  • Hoy, W. K., & Sweetland, S. R. (2001). Designing better schools: The meaning and nature of enabling school structure. Educational Administration Quarterly, 37, 296-321.
  • Hoy, W. K., Tarter, C. J., & Kottkamp, R. B. (1991). Open schools/healthy schools: Measuring organizational climate. Newbury Park: SAGE.
  • Hoy, W. K., Tarter, C. J., & Woolfolk Hoy, A. (2006). Academic optimism of schools: A force for student achievement. American Educational Research Journal, 43(3), 425-446.
  • Hoy, W. K., & Tschannen-Moran, M. (1999). Five faces of trust: An empirical confirmation in urban elementary schools. Journal of School Leadership, 9, 184-20
  • Kurz, N. M. (2006). The relationship between teachers’ sense of academic optimism and commitment to the profession (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3217407)
  • Lennon, P. A. (2010). The relationship of bureaucratic structure to school climate: An exploratory factor analysis of construct validity (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3421862)
  • Lynn, S. J. (2013). Teacher burnout and its relationships with academic optimism, teacher socialization, and teacher cohesiveness (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3552664)
  • Malloy, J. P. (2012). Effects of distributed leadership on teachers’ academic optimism and student achievement (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database.
  • Mayerson, D. R. (2010). The relationship between school climate, trust, enabling structures, and perceived school effectiveness (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3476662)
  • McGuigan, L. (2005). The role of enabling bureaucracy and academic optimism in academic achievement growth (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3179683)
  • McGuigan, L., & Hoy, W. K. (2006). Principal leadership: Creating a culture of academic optimism to improve achievement for all students. Leadership and Policy in Schools, 5(3), 203-229.
  • Messick, P. P. (2012). Examining relationships among enabling school structures, academic optimism and organizational citizenship behaviors (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3520487)
  • Mishoe, J. N. (2012). Academic optimism and academic success: An explanatory case study (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3553622)
  • Nelson, L. M. (2012). The relationship between academic optimism and academic achievement in middle schools in Mississippi (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3514704)
  • Reeves, J. B. (2010). Academic optimism and organizational climate: an elementary school effectiveness test of two measures (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3439839)
  • Rutledge II, R. D. (2010). The effects of transformational leadership on academic optimism within elementary schools (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3439841)
  • Sinden, J. E., Hoy, W. K., & Sweetland, S. R. (2004). An analysis of enabling school structure. Journal of Educational Administration, 42(4), 462-478.
  • Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805.
  • Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy. Its meaning and measure. Review of Educational Research, 68(2), 202-248.
  • Wagner, C. A. (2008). Academic optimism of Virginia high school teachers: Its relationship to organizational citizenship behaviors and student achievement (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3302006)
  • Watts, D. M. (2009). Enabling school structure, mindfulness, and teacher empowerment: test of a theory (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3390602)
  • Woolfolk Hoy, A., Hoy, W. K., & Kurz, N. W. (2008). Teacher’s academic optimism: The development and test of a new construct. Teaching and Teacher Education, 24, 821-835.
  • Woolfolk Hoy, A., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21, 343-356.
  • Wu, H. C. (2012). Collective responsibility, academic optimism, and student achievement in Taiwan elementary schools (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3520764)
  • Yalçın, S. (2012). İlköğretim okulu öğretmenlerinin mesleki tükenmişlik düzeyleri ile stres, psikolojik dayanıklılık ve akademik iyimserlik arasındaki ilişki (Yayımlanmamış yüksek lisans tezi). Gazi Üniversitesi, Ankara.
  • Yıldız, G. (2011). Akademik iyimserlik ölçeğinin Türkçeye uyarlanabilirliğinin incelenmesi (Yayımlanmamış yüksek lisans tezi). Gazi Üniversitesi, Ankara.
Toplam 39 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Servet Özdemir

Ali Kılınç

Yayımlanma Tarihi 2 Şubat 2014
Gönderilme Tarihi 16 Aralık 2013
Yayımlandığı Sayı Yıl 2014 Cilt: 10 Sayı: 1

Kaynak Göster

APA Özdemir, S., & Kılınç, A. (2014). The Relationship Between Bureaucratic School Structure and Teachers’ Level of Academic Optimism / Bürokratik Okul Yapısı ile Öğretmenlerin Akademik İyimserlik Düzeyleri Arasındaki İlişki. Eğitimde Kuram Ve Uygulama, 10(1), 1-23. https://doi.org/10.17244/eku.49308
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