Öğretmen Liderliği Ölçeği’nin Geliştirilmesi ve Psikometrik Özelliklerinin İncelenmesi

Aslı Çetinkaya; Gökhan Arastaman

doi:10.17152/gefad.1299549

TR EN

Öğretmen Liderliği Ölçeği’nin Geliştirilmesi ve Psikometrik Özelliklerinin İncelenmesi

Öz

Bu araştırmanın amacı öğretmen liderlerinin görüşlerini yansıtan, geçerli ve güvenilir bir “Öğretmen Liderliği Ölçeği” (ÖLÖ) geliştirmektir. Araştırmada öğretmen liderliği olgusu York-Barr ve Duke’ un (2004) öğretmen liderliği boyutları bağlamında ele alınmıştır. Ölçek geliştirme sürecinde kapsam geçerliği, yapı geçerliği ve güvenirlik sonuçlarına dayalı kanıtlar elde edilmiştir. Ölçek maddelerinin öğretmen liderlerinin görüşlerini temsil etmesi ve ölçeğin yapı geçerliği güvenirliğinin artırılması için çalışma grupları amaçlı örnekleme süreçleri izlenerek belirlenmiştir. Ölçeğin kapsam geçerliğine ilişkin kanıtlar 11 öğretmen lideri ve 10 uzmanın görüşü doğrultusunda revize edilerek sağlanmıştır. 197 öğretmen lideri ile AFA; 278 öğretmen lideri ile DFA gerçekleştirilmiştir. AFA sonucunda elde edilen faktörler paydaş katılımı, öğretmenlik mesleğine katkı, mesleki gelişim, öğretimi geliştirme olarak adlandırılmıştır. AFA sonucu DFA ile test edilmiştir. Ölçeğin iç tutarlık güvenilirliğini belirlemek için AFA ve DFA grupları için Cronbach Alpha katsayısı; madde ayırt edicilik analizini belirleyebilmek için madde-toplam korelasyonları hesaplanmıştır. Bulgular ÖLÖ’nün geçerli ve güvenilir bir ölçme aracı olduğuna dair kanıtlar ortaya koymuştur.

Anahtar Kelimeler

Öğretmen liderliği, Ölçek geliştirme, Öğretmen liderliği ölçeği

Development of the Teacher Leadership Scale and Examining Its Psychometric Features

Öz

The aim of this research is to develop a valid and reliable "Teacher Leadership Scale" (TLS) that reflects the views of teacher leaders. In the study, the phenomenon of teacher leadership was discussed in the context of York-Barr and Duke's (2004) teacher leadership dimensions. During the scale development process, evidence based on the results of content validity, construct validity and reliability was obtained. In order for the scale items to represent the views of teacher leaders and to increase the construct validity and reliability of the scale, the study groups were determined by following the purposeful sampling processes. Evidence for the content validity of the scale was provided by revising it in line with the opinions of 11 teacher leaders and 10 experts. AFA with 197 teacher leaders; CFA was conducted with 278 teacher leaders. The factors obtained as a result of EFA were named as stakeholder engagement, contribution to the teaching profession, professional development, and improving teaching. The EFA result was tested with CFA. Cronbach Alpha coefficient for EFA and CFA groups to determine the internal consistency reliability of the scale; In order to determine the item discrimination analysis, item-total correlations were calculated. The findings revealed evidence that the TLS is a valid and reliable measurement tool.

Anahtar Kelimeler

Teacher leadership, Scale development, Teacher leadership scale

Teşekkür

Veri toplama sürecine katkı sağlayan öğretmenlere ve uzman görüşlerine başvurulan akademisyenlere teşekkür ederiz.

Kaynakça

Akıllı, C. (2022). Scale development for school administrators’corporate reputation building studies. International Journal of Educational Management, 37(1), 147-163.
Akyürek, M. İ. ve Özdemir, M. (2021). Öğretmen liderliği ölçeğinin Türkçe uyarlaması: Geçerlik ve güvenirlik Çalışması. Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi, 23(2), 488-500.
Angelle, P. and DeHart, C. (2010). A four factor model of teacher leadership: Construction and testing of the Teacher Leadership Inventory. Paper presented at the annual meeting of the American Educational Research Association, Denver, CO.
Araşkal, S. ve Kılınç, A. Ç. (2019). Öğretmen liderliğini etkileyen faktörlerin incelenmesi: Nitel bir araştırma. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 25(3), 419-468.
Ayvalı, Ö. ve Koşar, D. (2022). Okul yöneticilerinin ve öğretmenlerin görüşlerine göre öğretmen liderliği: Fenomenolojik bir çalışma. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 41(2), 955-992.
Batista, A., Weber, L. and de Toni, P. (2016). Unidimensionalidade das Escalas do Invent´ario de Estilos de Lideranc¸a de Professores – IELP (Unidimensionality of the Scales of the Teacher Leadership Styles Inventory – TLSI). Trends in Psychology, 24(3), 843–853.
Bellibaş, M.Ş., Gümüş, S. and Kılınç, A.Ç. (2020). 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 (2), 200-216.
Beycioğlu, K. ve Aslan, B. (2010). Öğretmen liderliği ölçeği: Geçerlik ve güvenirlik çalışması. İlköğretim Online, 9(2), 764-775.
Bryman, A. and Cramer, D. (2005). Quantitative data analysis with SPSS 12 and 13: A guide for social scientists. Psychology Press.
Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Akademi Yayınevi.

Campbell, C., Lieberman, A., Yashkina, A., Alexander, S. and Rodway, J. (2018). Teacher Learning and Leadership Program: Research Report 2017–18. Toronto, Canada: Ontario Teachers’ Federation.
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 & Leadership, 1–19. doi: 10.1177/1741143220945704.
Coggins, C. and McGovern, K. (2014). Five goals for teacher leadership. Phi Delta Kappa, 95 (7), 15–21.
Curtis, R. (2013). Finding a new way: Leveraging teacher leadership to meet unprecedented demands. Washington, DC: Aspen Institute.
Çetinkaya, A. and Arastaman, G.(2023). The role of motivation to lead in teacher leadership. Journal of Qualitative Research in Education, 35, 256- 277. doi: 10.14689/enad.35.1731
Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik SPSS ve LISREL uygulamaları. Ankara: Pegem Akademi Yayınevi.
Danielson, C. (2007). The many faces of leadership. Educational Leadership, 65(1), 14–19.
Demir, K. (2014). Teacher leadership culture scale: A validity and reliability study. İlköğretim Online,13(2), 334–344.
DeMore, P. (2011). Insiders’voices: A phenomenological study of informal teacher leadership from the perspective of those who choose to lead. Unpublished doctoral dissertation, University of Pittsburgh, Pittsburgh, PA.
Donaldson, G. (2006). Cultivating leadership in schools: Connecting people, purpose, and practice. New York, NY: Teachers College Press.
Field, A. (2009). Discovering Statistics Using SPPS. 3rd ed., Sage Publications, London.
Fullan, M. and Hargreaves, A. (2016). Bringing the profession back in: Call to action. Oxford, OH: Learning Forward.
Grimsæth, G., Nordvik, G. and Bergsvik, E. (2008). The newly qualified teacher: A leader and a professional? A Norwegian study, Journal of In-Service Education, 34 (2), 219–236.
Harris, A. (2003). Teacher Leadership as Distributed Leadership: Heresy, fantasy or possibility? School Leadership & Management, 23(3), 313-324.
Harris, A. (2006). Teacher leadership as distributed leadership: Heresy, fantasy or possibility? School Leadership & Management, 23(3), 313–324.
Harris, A., Jones, M, Ismail, N. and Nguyen, D. (2019). Middle leaders and middle leadership in schools: Exploring the knowledge base (2003–2017). School Leadership & Management, 39 (3–4). 255–277.
Hobson, L. D. and Moss, L. (2010). Analysis of teacher leadership as a teacher development model: an opportunity for reform and improved practice. National Forum of Educational Administration and Supervision Journal, 27 (2), 28-42.
Hunzicker, J. (2012). Professional development and job-embedded collaboration: How teachers learn to exercise leadership. Professional Development in Education, 38(2), 267–289.
Hunzicker, J. (2019). What Makes a Teacher a Leader? Kappa Delta Pi Record, 55 (3), 130-136, doi: 10.1080/00228958.2019.1622384.
Katzenmeyer, M. and Moller, G. (2001). Awakening the sleeping giant: Helping teachers develop as leaders (2nd ed.). Thousand Oaks, CA: Corwin Press.
Katzenmeyer, M. and Moller, G. (2009). Awakening a Sleeping Giant: Leadership Development for Teachers. 3rd ed. Thousand Oaks: Corwin.
Kline, R.B. (2016). Principles and Practice of Structural Equation Modeling, 4th ed., Nobel, London.
Koşar, D., Er, E., Kılınç, A.Ç. and Koşar, S. (2017). Analysis of teacher leadership studies: A content analysis study, Inonu University Journal of the Graduate School of Education, 4 (7).
Kurt, T. (2016). A model to explain teacher leadership: the effects of distributed leadership model, organizational learning and teachers’sense of self-efficacy on teacher leadership, Education and Science, 41 (183),1-28, doi: 10.15390/EB.2016.5081.
Lee, D.H.L. and Kwan Ip, N.K. (2021). The influence of professional learning communities on informal teacher leadership in a Chinese hierarchical school context, Educational Management Administration & Leadership, 1–21, doi: 10.1177/1741143220985159.
Li, Y. (2015). The culture of teacher leadership: A survey of teachers’views in Hong Kong early childhood settings. Early Childhood Education Journal, 43(5), 435–445.
Lieberman, A., Campbell, C. and Yashkina, A. (2016). Teacher learning and leadership: Of, by and for teachers. London: Routledge/Taylor & Francis.
Margolis, J. (2012). Hybrid teacher leaders and the new professional development ecology. Professional development in education, 38(2): 291–315.
Markus, K. and Smith, K. (2010). Content validity. In: Salkind N (ed) Encyclopedia of Research Design. Thousand Oaks: SAGE, 238–243.
Marsh, H.W., Hau, K.T., Artelt, C., Baumert, J. and Peschar, J.L. (2006). OECD’s brief self-report measure of educational psychology’s most useful affective constructs: cross-cultural, psychometric comparisons across 25 countries. International Journal of Testing, 6 (4), 311-360.
Mincu, M. and Granata, A. (2021). Teachers’informal leadership for equity in France and Italy during the first wave of the education emergency. Teachers and Teaching, 1–21. https://doi.org/ 10.1080/13540602.2021.1986695.
Muijs, D. and Harris, A. (2006). Teacher led school improvement: Teacher leadership in the UK. Teaching and Teacher Education, 22(8), 961–972.
Mundy, K., Manion, C., Proulx, K. and de Britto, T. F.(2022). Teacher leadership during COVID-19 in Africa and Latin America: an exploratory qualitative study in six countries. International Journal of Leadership in Education, https://doi.org/10.1080/13603124.2022.2118374.
Nguyen, D., Harris, A. and Ng, D. (2019). A review of the empirical research on teacher leadership (2003–2017): evidence, patterns and implications, Journal of Educational Administration, 58 (1), 60-80.
Özdamar, K. (2016). Ölçek ve test geliştirme: Doğrulayıcı faktör analizi, Nobel Yayınevi, Ankara.
Patton, M.Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice. (4th ed.). Sage.
Poekert, P. (2012). Teacher leadership and professional development: Examining links between two concepts central to school improvement. Professional Development in Education, 38(2), 169–188.
Rizvi, M. and Elliot, B. (2005). Teachers’perceptions of their professionalism in government primary schools in Karachi, Pakistan, Asia-Pacific Journal of Teacher Education, 33 (1), 35–52.
Schermelleh-Engel, K. and Moosbrugger, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descrip-tive goodness-of-fit measures. Methods of Psychological Research Online, 8 (2), 23-74.
Schott, C., van Roekel, H. and Tummers, L. G. (2020). Teacher leadership: A systematic review, methodological quality assessment and conceptual framework. Educational Research Review, 31(2020), 100352, https://doi.org/10.1016/j.edurev.2020.100352.
Scott, P. D. (2011). Teacher leadership development at the second sareer stage: Influential factors, challenges, and systems Implications (Doctoral dissertation, University of Washington).
Sebastian, J., Huang, H. and Allensworth, E. (2017). Examining integrated leadership systems in high schools: Connecting principal and teacher leadership to organizational processes and student outcomes. School Effectiveness and School Improvement, 28(3), 463–488.
Shen, J., Wu, H., Reeves, P., Zheng, Y., Ryan, L. and Anderson, D. (2020). The association between teacher leadership and student achievement: A meta-analysis. Educational Research Review, 31, 100357. https://doi.org/10.1016/j.edurev.2020.100357.
Silva, D. Y., Gimbert, B. and Nolan, J. (2000). Sliding the doors: Locking and unlocking possibilities for teacher leadership. Teachers College Record, 102(4), 779–804.
Smylie, M. A. and Eckert, J. (2018). Beyond superheroes and advocacy: The pathway of teacher leadership development. Educational Management Administration & Leadership, 46(4), 556-577.
Stevens, J. (2002). Applied multivariate statistics for the social sciences, Journal of Educational Statistics, 47 (2), doi: 10.2307/1164712.
Supovitz, J. (2018). Teacher leaders’work with peers in a quasi-formal teacher leadership model. School Leadership & Management, 38(1), 53–79.
Tabachnick, B. G. and Fiddell, L. S. (2007). Using multivariate statistics (5th ed.). New York: Allyn and Bacon.
Taylor, M., Goeke, J., Klein, E., Onore, C. and Geist, K. (2011). Changing leadership: Teachers lead the way for schools that learn. Teaching and Teacher Education, 27(5), 920–929.
Teacher Leadership Exploratory Consortium. (2012). Teacher leader model standards. Retrieved January 10, 2018 from https://www.teacherleaderstandards.org.
Tsai, K. C. (2017). Development of the teacher leadership style scale. Social Behavior and Personality, 45(3), 477–490.
Xie, C., Song, P. and Hu, H. (2021). Measuring Teacher Leadership in Different Domains of Practice: Development and Validation of the Teacher Leadership Scale. Asia-Pacific Education Researcher, 30(5):409–419, https://doi.org/10.1007/s40299-020-00527-9.
Wang, M. and Xia, J. (2020). A scale for measuring teacher leadership in early childhood education in China: Development and validation. Educational Management Administration & Leadership, 1-23.
Wenner, J. A. and Campbell, T. (2017). The theoretical and empirical basis of teacher leadership: A Review of the literature. Review of Educational Research, 87(1), 134–171.
York-Barr, A. J. and Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74(3), 255–316.
Yuet, F., Yusof, H. and Mohamad, S. (2016). Development and validation of the teacher leadership competency scale. Malaysian Journal of Learning and Instruction, 13(2). 43–69.
Yurdagül, H. (2005). The congeneric test theory and the congeneric item analysis: an application for unidimensional multiple choice tests. Ankara University Journal of Faculty of Educational Sciences (JFES), 38(8), 21-47, doi: 10.1501/Egifak_0000000116.

Ayrıntılar

Birincil Dil

Türkçe

Konular

Eğitim Yönetimi

Bölüm

Araştırma Makalesi

Yazarlar

Aslı Çetinkaya ^*
0000-0001-5977-0067
Türkiye

Gökhan Arastaman
0000-0002-4713-8643
Türkiye

Yayımlanma Tarihi

30 Nisan 2024

Gönderilme Tarihi

19 Mayıs 2023

Kabul Tarihi

9 Ocak 2024

Yayımlandığı Sayı

Yıl 2024 Cilt: 44 Sayı: 1

DOI

https://doi.org/10.17152/gefad.1299549

IZ

https://izlik.org/JA56TJ44NU

APA

Çetinkaya, A., & Arastaman, G. (2024). Öğretmen Liderliği Ölçeği’nin Geliştirilmesi ve Psikometrik Özelliklerinin İncelenmesi. Gazi Eğitim Fakültesi Dergisi, 44(1), 425-466. https://doi.org/10.17152/gefad.1299549

AMA

1.Çetinkaya A, Arastaman G. Öğretmen Liderliği Ölçeği’nin Geliştirilmesi ve Psikometrik Özelliklerinin İncelenmesi. GEFAD. 2024;44(1):425-466. doi:10.17152/gefad.1299549

Chicago

Çetinkaya, Aslı, ve Gökhan Arastaman. 2024. “Öğretmen Liderliği Ölçeği’nin Geliştirilmesi ve Psikometrik Özelliklerinin İncelenmesi”. Gazi Eğitim Fakültesi Dergisi 44 (1): 425-66. https://doi.org/10.17152/gefad.1299549.

EndNote

Çetinkaya A, Arastaman G (01 Nisan 2024) Öğretmen Liderliği Ölçeği’nin Geliştirilmesi ve Psikometrik Özelliklerinin İncelenmesi. Gazi Eğitim Fakültesi Dergisi 44 1 425–466.

IEEE

[1]A. Çetinkaya ve G. Arastaman, “Öğretmen Liderliği Ölçeği’nin Geliştirilmesi ve Psikometrik Özelliklerinin İncelenmesi”, GEFAD, c. 44, sy 1, ss. 425–466, Nis. 2024, doi: 10.17152/gefad.1299549.

ISNAD

Çetinkaya, Aslı - Arastaman, Gökhan. “Öğretmen Liderliği Ölçeği’nin Geliştirilmesi ve Psikometrik Özelliklerinin İncelenmesi”. Gazi Eğitim Fakültesi Dergisi 44/1 (01 Nisan 2024): 425-466. https://doi.org/10.17152/gefad.1299549.

JAMA

1.Çetinkaya A, Arastaman G. Öğretmen Liderliği Ölçeği’nin Geliştirilmesi ve Psikometrik Özelliklerinin İncelenmesi. GEFAD. 2024;44:425–466.

MLA

Çetinkaya, Aslı, ve Gökhan Arastaman. “Öğretmen Liderliği Ölçeği’nin Geliştirilmesi ve Psikometrik Özelliklerinin İncelenmesi”. Gazi Eğitim Fakültesi Dergisi, c. 44, sy 1, Nisan 2024, ss. 425-66, doi:10.17152/gefad.1299549.

Vancouver

1.Aslı Çetinkaya, Gökhan Arastaman. Öğretmen Liderliği Ölçeği’nin Geliştirilmesi ve Psikometrik Özelliklerinin İncelenmesi. GEFAD. 01 Nisan 2024;44(1):425-66. doi:10.17152/gefad.1299549