Araştırma Makalesi
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Öğretmen Liderliği ile Okul Müdürlerinin Liderlik Stilleri ve Öğrenen Örgüt Arasındaki İlişkilerin İncelenmesi

Yıl 2022, Cilt: 9 Sayı: 1, 1 - 17, 28.06.2022
https://doi.org/10.51725/etad.1050511

Öz

Bu araştırmada öğretmen liderliğinin, okulun müdürlerinin liderlik stilleri ve okulların öğrenen örgüt olma durumu ile ilişkisi araştırılmıştır. Bu kapsamda araştırma, Kazakistan’ın Türkistan ilindeki ortaokullarda görev yapan okul yöneticileri ve öğretmenlerden random olarak seçilen 635 kişilik bir örneklemde gerçekleştirilmiştir. Araştırma verilerinin toplanmasında Okullarda Liderlik Kapasitesi Ölçeği, Öğrenen Örgütlerin Boyutları Ölçeği ve Öğretmen Liderliği Ölçeği kullanılmıştır. Üç veri toplama aracının da Kazakistan ortaokullarında uygulanabilmesi için uyarlama çalışmaları yapılmıştır. Araştırma verilerinin analizinde betimsel ve yordayıcı istatistiksel yöntemler kullanılmıştır. Araştırma bulguları öğretmen liderliğinin, okul müdürlerinin liderlik stilleri ve öğrenen örgüt değişkenleri tarafından açıklandığını ortaya koymaktadır. Bu anlamda araştırmada ortaya konulan bulgular, eğitim sistemini reforme etme anlamında ciddi çabalar sarf eden Kazakistan için ve benzer çabaları sürdüren diğer ülkeler için önemli çıkarımlar sunmaktadır. Araştırma sonuçları, eğitim reformlarının başarısında kritik öneme sahip öğretmen liderliğinin gelişmesi için okullarının öğrenen örgüt olarak işlev görme kapasitesinin ve okul müdürlerinin özellikle yenilikçi liderlik kapasitelerini güçlendirilmesi gerektiğini göstermektedir.

Kaynakça

  • Admiraal, W., Schenke, W., Jong, L. D., Emmelot, Y ve Sligte, H. (2021) Schools as professional learning communities: what can schools do to support professional development of their teachers?. Professional Development in Education, 47(4), 684-698, https://doi.org/10.1080/19415257.2019.16655 73
  • Ayubayeva, N. (2018). Teacher collaboration for professional learning: Case studies of three schools in Kazakhstan (Doktora Tezi, University of Cambridge). https://doi.org/10.17863/CAM.20729
  • Barth, R. S. (2001). Teacher leader. Phi Delta Kappan, 82, 443-447.
  • Beachum, F., ve Dentith, A. M. (2004). Teacher leaders creating cultures of school renewal and transformation. The Educational Forum, 68(3), 276-286. Behling, O. ve Law, K. S. (2019). Ölçeklerin ve diğer ölçme araçlarının uyarlanması: Problemler ve çözümler (A. Özer, Çev.). Ankara: Anı.
  • Bektaş, F., Kılınç, A. Ç., ve Gümüş, S. (2020). The effects of distributed leadership on teacher professional learning: mediating roles of teacher trust in principal and teacher motivation. Educational Studies, 1-23 https://doi.org/10.1080/03055698.2020.1793301 Bellibaş, M. Ş., Gümüş, S., ve Kılınç, A., Ç. (2019). Principals supporting teacher leadership: The effects of learning-centred leadership on teacher leadership practices with the mediating role of teacher agency. European Journal of Education, 55, 200-216. https://doi.org/10.1111/ejed.12387
  • Beycioğlu, K., ve Aslan, B. (2010). Öğretmen liderliği ölçeği: Geçerlik ve güvenirlik çalışması. İlköğretim Online, 9, 764-775. Beycioğlu, K., ve Aslan, M. (2007). The need for organizational innovations in public elementary schools. International Journal of Educational Reform, 16, 27-37.
  • Can, N. (2006). Öğretmen liderliğinin geliştirilmesinde müdürün rol ve stratejileri. Erciyes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 21(2), 349-363.
  • Chen, J. (2020). Understanding teacher leaders’ behaviours: Development and validation of the Teacher Leadership Inventory. Educational Management Administration and Leadership. 1-19. https://doi.org/10.1177/1741143220945704
  • Cisneros-Cohernour, E. J. (2021). The key role of administrators in supporting teacher leadership and professionalism in southern Mexico. Research in Educational Administration and Leadership, 6(1), 313- 340. https://doi.org/10.30828/real/2021.1.10
  • Dufour, R., ve Fullan, M. (2013). Cultures built to last: systemic PLCs at work. Bloomington, IN: Solution Tree.
  • DuFour, R., DuFour, R. B., Eaker, R. ve Karhanek, G. (2004). Whatever it takes: How professional learning communities respond when kids don’t learn. Bloomington, IN: National Education Service.
  • Duyar, İ., Gümüş, S. ve Bellibaş, M. Ş. (2013). Multilevel analysis of teacher work attitudes: The influence of principal leadership and teacher collaboration. International Journal of Educational Management, 27(7), 700-719.
  • Evans, R. (1996). The human side of school change: Reform, resistance, and the real life problems of innovation. San Francisco: Jossey-Bass.
  • Fairman, J. C., ve Mackenzie, S. V. (2012). Spheres of teacher leadership action for learning. Professional Development in Education, 38(2), 229–246. https://doi.org/10.1080/19415257.2012.657865
  • Frost, D., Fimyar, O., Yakavets, N., ve Bilyalov, D. (2014). The role of the school director in educational reform in Kazakhstan. D. Bridges (Ed.), Educational reform and internationalisation: The case of school reform in Kazakhstan içinde (s. 217–238). Cambridge: Cambridge University.
  • Fullan, M. (2014). Teacher development and educational change. Londra: Routledge.
  • Gümüş, S., Bellibaş, M. S., Esen, M., ve Gümüş, E.(2018). A systematic review of studies on leadership models in educational research from 1980 to 2014. Educational Management Administration and Leadership, 46(1), 25-48. https://doi.org/10.1177/1741143216659296
  • Hairon, S., Pin Goh, J. W. P., ve Kheng Chua, C. S. (2015). Teacher leadership enactment in professional learning community contexts: Towards a better understanding of the phenomenon. School Leadership and Management, 35(2), 1-20.
  • Hanson, M. (2001). Institutional Theory and Educational Change. Educational Administration Quarterly, 37, 637-661. https://doi.org/10.1177/00131610121969451
  • Harris, A. (2005). Teacher leadership: More than just a feel-good factor?. Leadership and Policy in Schools, 4(3),201-219. https://doi.org/10.1080/15700760500244777
  • Harris, A. ve Jones, M. (2019) Teacher leadership and educational change. School Leadership and Management, 39(2), 123-126, https://doi.org/10.1080/13632434.2019.1574964
  • Helterbran, V. R. (2010). Teacher leadership. Overcoming "I'm just a teacher" syndrome. Education, 131(2), 363-371.
  • Jackson, T., Burrus, J., Bassett, K. ve Roberts, R. D. (2010). Teacher leadership: An assessment framework for an emerging area of professional practice. ETS Research Report Series, 2010(2), i-41. https://doi.org/10.1002/j.2333-8504.2010.tb02234.x
  • Janenova, S. ve Knox, C. (2019). Civil service reform in Kazakhstan: Trajectory to the 30 most developed countries? International Review of Administrative Sciences, 85(3), 419–439. https://doi.org /10.1177/0020852317722397
  • Karabassova, L. (2021) English-medium education reform in Kazakhstan: comparative study of educational change across two contexts in one country. Current Issues in Language Planning, 22(5), 553-573, https://doi.org/10.1080/14664208.2021.1884436 Katsu, S. (2014). Foreword. D. Bridges (Ed.), Education reform and internationalisation: The case of school reform in Kazakhstan içinde (s. xix–xxi). Cambridge: Cambridge University.
  • Katzenmeyer, M. ve Moller, G. (2013). Uyuyan devi uyandırmak öğretmen liderler yetiştirmek. Ankara: Nobel.
  • Kılınç, A. Ç. ve Gümüş, S. (2021). What do we know about novice school principals? A systematic review of existing international literature. Educational Management Administration and Leadership, 49(1) 54–75. https://doi.org/10.1177/1741143219898483
  • Kools, M. ve Stoll, L. (2016). What makes a School a learning organisation? OECD Education Working Papers, 137. Paris: OECD. https://www.oecd-ilibrary.org/education/what-makes-a-school-alearning-organisation_5jlwm62b3bvh-en sayfasından erişilmiştir.
  • Kopeyeva, A. (2019, Nisan 17). Kazakhstan’s teachers: Underpaid, overburdened, and undervalued: What can be done to better support Kazakhstan’s teachers? The Diplomat. https://thediplomat. com/2019/04/kazakhstans-teachers-underpaid-overburdened-and-undervalued/ sayfasından erişilmiştir.
  • Korach, S., ve Agans, L. J. (2011). From ground to distance: The impact of advanced technologies on an innovative school leadership program. Journal of Research on Leadership Education, 6, 216-233.
  • Kurland, H. ve Hasson-Gilad, D. R. (2015). Organizational learning and extra effort: The mediating effect of job satisfaction. Teacher and Teacher Education, 49, 55-67.
  • Kurt, T. (2016). A model to explain teacher leadership: The effects of distributed leadership, organizational learning and teachers’ sense of self-efficacy on teacher leadership. Education and Science, 41(183), 1-28. doi: 10.15390/EB.2016.5081
  • Kwan, P. ve Li, B.Y. (2015). Empowerment or impediment? School governance in the school-based management era in Hong Kong. Asia Pacific Journal of Education, 35(3), 319–330. Lambert, L. (2003). Leadership capacity for lasting school improvement. Alexandria, Virginia: Association for Supervision and Curriculum Development (ASCD).
  • Lashway, L. (1998). Teacher leadership. Research Roundup, 14(3), 2–5.
  • Lee, D., H. L. ve Ip, N. K. K. (2021). The influence of Professional learning communities on informal teacher leadership in a Chinese hierarchical school context. Educational Management Administration ve Leadership, 1–21. https://doi.org/10.1177/1741143220985159
  • Leithwood, K., Jantzi, D. ve Steinbach, R. (1995). An organizational learning perspective on school responses to central policy ınitiatives. Annual Meeting of the American Educational Research Association toplantısında sunulmuş sözlü bildiri, San Francisco, CA.
  • Liu, Y. (2020). Contextual influence on formal and informal teacher leadership. International Journal of Educational Research Open, 2(2). https://doi.org/10.1016/j.ijedro.2020.100028
  • Mangin, M. M. (2005). Distributed leadership and the culture of schools: Teacher leaders’ strategies for gaining access to classrooms. Journal of School Leadership,15(4), 456-484.
  • Mangin, M. M. (2007). Facilitating elementary principals’ support for ınstructional teacher leadership. Educational Administration Quarterly, 43 (3), 319-357.
  • Marks, H. M., ve Louis, K. S. (1999) Teacher Empowerment and the Capacity for Organizational Learning, Educational Administration Quarterly 1999 (35) 707-750, https://doi.org/10.1177/0013 161X99355003
  • Marsick. V. J. ve Watkins. K. E. (2003). Demonstrating the value of an organization’s learning culture: the dimensions of the learning organizations questionnaire. Advances in Developing Human Resources, 5(2), 132-151.
  • McBee, H. R. (2015). How teachers' definitions of teacher leadership change. N. Bond (Ed.), The power of teacher leaders: Their roles, influence, and impact içinde (s. 19-30). New York: Kappa Delta Pi and Routledge.
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Examining the Relationship between Teacher Leadership and School Principals’ Leadership Styles and the Learning Organization

Yıl 2022, Cilt: 9 Sayı: 1, 1 - 17, 28.06.2022
https://doi.org/10.51725/etad.1050511

Öz

In this study, the relationship between the teacher leadership and the leadership styles of the school principals and the organizational learning status of the schools wasinvestigated. The research was carried out with a sample of 635 randomly selected from school administrators and teachers working in secondary schools in the Turkestan province of Kazakhstan. Leadership Capacity Scale, Dimensions of Learning Organizations Scale and Teacher Leadership Scale were used to collect data. Adaptation studies were carried out for all three data collection tools. Descriptive and predictive statistical methods were used in the analysis of the data. Results show that teacher leadership is explained by school principals' leadership styles and learning organization variables. In this sense, the findings of the research offer important implications for Kazakhstan, which has made serious efforts to reform the education system, and for other countries that continue similar efforts. The results show that the capacity of schools as learning organizations and innovative leadership of school principals should be strengthened in order to develop teacher leadership, which is critical to the success of educational reforms.

Kaynakça

  • Admiraal, W., Schenke, W., Jong, L. D., Emmelot, Y ve Sligte, H. (2021) Schools as professional learning communities: what can schools do to support professional development of their teachers?. Professional Development in Education, 47(4), 684-698, https://doi.org/10.1080/19415257.2019.16655 73
  • Ayubayeva, N. (2018). Teacher collaboration for professional learning: Case studies of three schools in Kazakhstan (Doktora Tezi, University of Cambridge). https://doi.org/10.17863/CAM.20729
  • Barth, R. S. (2001). Teacher leader. Phi Delta Kappan, 82, 443-447.
  • Beachum, F., ve Dentith, A. M. (2004). Teacher leaders creating cultures of school renewal and transformation. The Educational Forum, 68(3), 276-286. Behling, O. ve Law, K. S. (2019). Ölçeklerin ve diğer ölçme araçlarının uyarlanması: Problemler ve çözümler (A. Özer, Çev.). Ankara: Anı.
  • Bektaş, F., Kılınç, A. Ç., ve Gümüş, S. (2020). The effects of distributed leadership on teacher professional learning: mediating roles of teacher trust in principal and teacher motivation. Educational Studies, 1-23 https://doi.org/10.1080/03055698.2020.1793301 Bellibaş, M. Ş., Gümüş, S., ve Kılınç, A., Ç. (2019). Principals supporting teacher leadership: The effects of learning-centred leadership on teacher leadership practices with the mediating role of teacher agency. European Journal of Education, 55, 200-216. https://doi.org/10.1111/ejed.12387
  • Beycioğlu, K., ve Aslan, B. (2010). Öğretmen liderliği ölçeği: Geçerlik ve güvenirlik çalışması. İlköğretim Online, 9, 764-775. Beycioğlu, K., ve Aslan, M. (2007). The need for organizational innovations in public elementary schools. International Journal of Educational Reform, 16, 27-37.
  • Can, N. (2006). Öğretmen liderliğinin geliştirilmesinde müdürün rol ve stratejileri. Erciyes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 21(2), 349-363.
  • Chen, J. (2020). Understanding teacher leaders’ behaviours: Development and validation of the Teacher Leadership Inventory. Educational Management Administration and Leadership. 1-19. https://doi.org/10.1177/1741143220945704
  • Cisneros-Cohernour, E. J. (2021). The key role of administrators in supporting teacher leadership and professionalism in southern Mexico. Research in Educational Administration and Leadership, 6(1), 313- 340. https://doi.org/10.30828/real/2021.1.10
  • Dufour, R., ve Fullan, M. (2013). Cultures built to last: systemic PLCs at work. Bloomington, IN: Solution Tree.
  • DuFour, R., DuFour, R. B., Eaker, R. ve Karhanek, G. (2004). Whatever it takes: How professional learning communities respond when kids don’t learn. Bloomington, IN: National Education Service.
  • Duyar, İ., Gümüş, S. ve Bellibaş, M. Ş. (2013). Multilevel analysis of teacher work attitudes: The influence of principal leadership and teacher collaboration. International Journal of Educational Management, 27(7), 700-719.
  • Evans, R. (1996). The human side of school change: Reform, resistance, and the real life problems of innovation. San Francisco: Jossey-Bass.
  • Fairman, J. C., ve Mackenzie, S. V. (2012). Spheres of teacher leadership action for learning. Professional Development in Education, 38(2), 229–246. https://doi.org/10.1080/19415257.2012.657865
  • Frost, D., Fimyar, O., Yakavets, N., ve Bilyalov, D. (2014). The role of the school director in educational reform in Kazakhstan. D. Bridges (Ed.), Educational reform and internationalisation: The case of school reform in Kazakhstan içinde (s. 217–238). Cambridge: Cambridge University.
  • Fullan, M. (2014). Teacher development and educational change. Londra: Routledge.
  • Gümüş, S., Bellibaş, M. S., Esen, M., ve Gümüş, E.(2018). A systematic review of studies on leadership models in educational research from 1980 to 2014. Educational Management Administration and Leadership, 46(1), 25-48. https://doi.org/10.1177/1741143216659296
  • Hairon, S., Pin Goh, J. W. P., ve Kheng Chua, C. S. (2015). Teacher leadership enactment in professional learning community contexts: Towards a better understanding of the phenomenon. School Leadership and Management, 35(2), 1-20.
  • Hanson, M. (2001). Institutional Theory and Educational Change. Educational Administration Quarterly, 37, 637-661. https://doi.org/10.1177/00131610121969451
  • Harris, A. (2005). Teacher leadership: More than just a feel-good factor?. Leadership and Policy in Schools, 4(3),201-219. https://doi.org/10.1080/15700760500244777
  • Harris, A. ve Jones, M. (2019) Teacher leadership and educational change. School Leadership and Management, 39(2), 123-126, https://doi.org/10.1080/13632434.2019.1574964
  • Helterbran, V. R. (2010). Teacher leadership. Overcoming "I'm just a teacher" syndrome. Education, 131(2), 363-371.
  • Jackson, T., Burrus, J., Bassett, K. ve Roberts, R. D. (2010). Teacher leadership: An assessment framework for an emerging area of professional practice. ETS Research Report Series, 2010(2), i-41. https://doi.org/10.1002/j.2333-8504.2010.tb02234.x
  • Janenova, S. ve Knox, C. (2019). Civil service reform in Kazakhstan: Trajectory to the 30 most developed countries? International Review of Administrative Sciences, 85(3), 419–439. https://doi.org /10.1177/0020852317722397
  • Karabassova, L. (2021) English-medium education reform in Kazakhstan: comparative study of educational change across two contexts in one country. Current Issues in Language Planning, 22(5), 553-573, https://doi.org/10.1080/14664208.2021.1884436 Katsu, S. (2014). Foreword. D. Bridges (Ed.), Education reform and internationalisation: The case of school reform in Kazakhstan içinde (s. xix–xxi). Cambridge: Cambridge University.
  • Katzenmeyer, M. ve Moller, G. (2013). Uyuyan devi uyandırmak öğretmen liderler yetiştirmek. Ankara: Nobel.
  • Kılınç, A. Ç. ve Gümüş, S. (2021). What do we know about novice school principals? A systematic review of existing international literature. Educational Management Administration and Leadership, 49(1) 54–75. https://doi.org/10.1177/1741143219898483
  • Kools, M. ve Stoll, L. (2016). What makes a School a learning organisation? OECD Education Working Papers, 137. Paris: OECD. https://www.oecd-ilibrary.org/education/what-makes-a-school-alearning-organisation_5jlwm62b3bvh-en sayfasından erişilmiştir.
  • Kopeyeva, A. (2019, Nisan 17). Kazakhstan’s teachers: Underpaid, overburdened, and undervalued: What can be done to better support Kazakhstan’s teachers? The Diplomat. https://thediplomat. com/2019/04/kazakhstans-teachers-underpaid-overburdened-and-undervalued/ sayfasından erişilmiştir.
  • Korach, S., ve Agans, L. J. (2011). From ground to distance: The impact of advanced technologies on an innovative school leadership program. Journal of Research on Leadership Education, 6, 216-233.
  • Kurland, H. ve Hasson-Gilad, D. R. (2015). Organizational learning and extra effort: The mediating effect of job satisfaction. Teacher and Teacher Education, 49, 55-67.
  • Kurt, T. (2016). A model to explain teacher leadership: The effects of distributed leadership, organizational learning and teachers’ sense of self-efficacy on teacher leadership. Education and Science, 41(183), 1-28. doi: 10.15390/EB.2016.5081
  • Kwan, P. ve Li, B.Y. (2015). Empowerment or impediment? School governance in the school-based management era in Hong Kong. Asia Pacific Journal of Education, 35(3), 319–330. Lambert, L. (2003). Leadership capacity for lasting school improvement. Alexandria, Virginia: Association for Supervision and Curriculum Development (ASCD).
  • Lashway, L. (1998). Teacher leadership. Research Roundup, 14(3), 2–5.
  • Lee, D., H. L. ve Ip, N. K. K. (2021). The influence of Professional learning communities on informal teacher leadership in a Chinese hierarchical school context. Educational Management Administration ve Leadership, 1–21. https://doi.org/10.1177/1741143220985159
  • Leithwood, K., Jantzi, D. ve Steinbach, R. (1995). An organizational learning perspective on school responses to central policy ınitiatives. Annual Meeting of the American Educational Research Association toplantısında sunulmuş sözlü bildiri, San Francisco, CA.
  • Liu, Y. (2020). Contextual influence on formal and informal teacher leadership. International Journal of Educational Research Open, 2(2). https://doi.org/10.1016/j.ijedro.2020.100028
  • Mangin, M. M. (2005). Distributed leadership and the culture of schools: Teacher leaders’ strategies for gaining access to classrooms. Journal of School Leadership,15(4), 456-484.
  • Mangin, M. M. (2007). Facilitating elementary principals’ support for ınstructional teacher leadership. Educational Administration Quarterly, 43 (3), 319-357.
  • Marks, H. M., ve Louis, K. S. (1999) Teacher Empowerment and the Capacity for Organizational Learning, Educational Administration Quarterly 1999 (35) 707-750, https://doi.org/10.1177/0013 161X99355003
  • Marsick. V. J. ve Watkins. K. E. (2003). Demonstrating the value of an organization’s learning culture: the dimensions of the learning organizations questionnaire. Advances in Developing Human Resources, 5(2), 132-151.
  • McBee, H. R. (2015). How teachers' definitions of teacher leadership change. N. Bond (Ed.), The power of teacher leaders: Their roles, influence, and impact içinde (s. 19-30). New York: Kappa Delta Pi and Routledge.
  • McLaughlin, C., McLellan, R., Fordham, M., Chamdler-Grevatt, A., ve Daubney, A. (2014). The role of the teacher in educational reform in Kazakhstan. D. Bridges (Ed.), Educational reform and internationalisation: The case of school reform in Kazakhstan içinde (s. 239–260). Cambridge University.
  • Muijs, D. ve Harris, A. (2003) Teacher leadership—improvement through empowerment? Educational Management and Administration, 31(4), 437–448.
  • Muijs D., Chapman, C. ve Armstrong, P. (2013) Can early careers teachers be teacher leaders? A study of second-year trainees in the teach first alternative certification programme. Educational Management Administration ve Leadership 41(6), 767–781.
  • Neumerski, C. M. (2012). Rethinking instructional leadership, a review: What do we know about principal, teacher, and coach instructional leadership, and where should we go from here? Educational Administration Quarterly, 49, 310–347. https://doi.org/10.1177/0013161X13510004
  • Nguyen, D., Harris, A. ve Ng, D. (2019). A review of the empirical research on teacher leadership (2003– 2017). Journal of Educational Administration, 58(1), 60-80.
  • OECD (2019), Education Policy Outlook 2019: Working Together to Help Students Achieve their Potential, OECD.Paris, https://doi.org/10.1787/2b8ad56e-en
  • Orphanos, S., ve Orr, M. T. (2013). Learning leadership matters: The influence of innovative school leadership preparation on teachers’ experiences and outcomes. Educational Management, Administration ve Leadership, 42(5), 680-700. https://doi.org/10.1177/1741143213502187
  • Pate, J. L., James, L. ve Leech, D. (2005). Teacher leaders: A catalyst for instructional leadership. https://eric.ed.gov/?id=ED491493 (ED491493) sayfasından erişilmiştir.
  • Qanay, G. Courtney, M. ve Nam, A. (2021). Building teacher leadership capacity in schools in Kazakhstan: a mixed method study, International Journal of Leadership in Education, https://doi.org/10.1080/13603124.2020.1869314
  • Qanay, G., Ball, Sh., Anderson-Payne, E., Barnett, P., Kurmankulova, K., Mussarova, V., Kenzhetayeva, G., ve Tanayeva, A. (2019). Developing teacher leadership in Kazakhstan. International Journal of Teacher Leadership, 10(1), 53–64. https://www.cpp.edu/~cies/educa tion/international-journalteacher-leadership/current-issues.shtml sayfasından erişilmiştir.
  • Schechter, C. ve Atarchi, L. (2014) The Meaning and Measure of Organizational Learning Mechanisms in Secondary Schools. Educational Administration Quarterly, 4(50), 577–609 https://doi.org/10.1177/0013161X13508772
  • Schechter, C. ve Quadach, M. (2012). Toward an organizational model of change in elementary schools: The contribution of organizational learning mechanisms. Educational Administration Quarterly, 48(1), 116- 153. https://doi.org/10.1177/0013161X11419653
  • Schott, C., H. van Roekel ve L. G. Tummers. (2020). Teacher Leadership: A Systematic Review, Methodological Quality Assessment and Conceptual Framework. Educational Research Review, 31, 1–24. https://doi.org/10.1016/j.edurev.2020.100352
  • Sheppard, B., Hurley, N., ve Dibbon, D. (2010, Mayıs). Distributed leadership, teacher morale, and teacher enthusiasm: unraveling the leadership pathways to school success. Annual Meeting of the American Educational Research Association toplantısında sunulmuş sözlü bildiri. Denver, Colorado.
  • Silins, H. ve Mulford, B. (2000). Towards an optimistic future: Schools as learning organisations-effects on teacher leadership and student outcomes. AARE toplantısında sunulmuş sözlü bildiri. Sidney.
  • Silins, H.C., Mulford, W. R., ve Zarins, S. (2002). Organizational Learning and School Change. Educational Administration Quarterly, 38(5) 613-642. https://doi.org/10.1177/0013161X0223 9641
  • Stoll, L. ve Kools, M., 2017. The school as a learning organization: A review revisiting and extending a timely concept. Journal of Professional Capital and Community, 2(1), 2–17. doi:10.1108/JPCC-092016-0022.
  • Suranna, K. J. ve Moss, D. M. (2000). Perceptions of teacher leadership: A case study of ınservice elementary school teachers. Annual Meeting of the American Educational Research Association toplantısında sunulmuş sözlü bildiri. New Orleans, LA.
  • Webber, C. F. (2021). The need for cross-cultural exploration of teacher leadership. Research in Educational Administration ve Leadership, 6(1), 17-49. https://doi.org/10.30828/real/2021.1.2
  • Wenner, J. A., ve Campbell, T. (2017). The theoretical and empirical basis of teacher leadership: A review of the literature. Review of Educational Research, 87(1), 134–171. https://doi.org/10.3102/003 4654316653478
  • Yakavets, N. (2016). Societal culture and the changing role of school principals in the post-Soviet era: The case of Kazakhstan. Journal of Educational Administration, 54(6), 683–702. https://doi. org/10.1108/JEA-12-2015-0118
  • Yakavets, N., Frost, D., ve Khoroshash, A. (2017). School leadership and capacity building in Kazakhstan. International Journal of Leadership in Education, 20(3), 345–370. https://doi.org/ 10.1080/13603124.2015.1066869
  • York-Barr, J., ve Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74(3), 255–316. https://doi.org/10.3102/ 00346543074003255
Toplam 65 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makalesi
Yazarlar

Alpamys Rakhymzhanov 0000-0001-7261-8641

Türker Kurt 0000-0001-9372-1736

Erken Görünüm Tarihi 25 Haziran 2022
Yayımlanma Tarihi 28 Haziran 2022
Gönderilme Tarihi 29 Aralık 2021
Yayımlandığı Sayı Yıl 2022 Cilt: 9 Sayı: 1

Kaynak Göster

APA Rakhymzhanov, A., & Kurt, T. (2022). Öğretmen Liderliği ile Okul Müdürlerinin Liderlik Stilleri ve Öğrenen Örgüt Arasındaki İlişkilerin İncelenmesi. Eğitim Ve Toplum Araştırmaları Dergisi, 9(1), 1-17. https://doi.org/10.51725/etad.1050511