Öğretim Liderliği ile Öğretmen Öz Yeterliği Arasındaki İlişkinin İncelenmesi: Öğretmen Yansıtma Davranışının Aracılık Rolü

Yıl 2023, , 1893 - 1929, 30.12.2023

Ebru Köstekci , Ali Çağatay Kılınç

https://doi.org/10.17152/gefad.1355939

Öz

Bu araştırmanın amacı, öğretim liderliği ile öğretmen öz yeterliği arasındaki ilişkide öğretmen yansıtma davranışının aracılık rolünü tespit etmektir. Toplam 394 öğretmenden veri toplanarak gerçekleştirilen bu kesitsel çalışmada, Yapısal Eşitlik Modellemesi (YEM) kullanılarak araştırma değişkenleri arasındaki bağlantıların tahmin edilmesi amaçlanmıştır. Araştırma bulguları, okul müdürünün öğretim liderliği ile öğretmen öz yeterliği arasında pozitif yönlü ve anlamlı bir ilişki olduğunu göstermektedir. Ayrıca araştırma bulguları, öğretmen yansıtma davranışının bu ilişkide anlamlı bir kısmi aracılık rolü oynadığını göstermektedir. Mevcut çalışmanın bulguları, öğretim liderliğinin öğretmen öz yeterliğini etkilemedeki belirgin rolünü doğrulamaktadır. Bununla birlikte araştırma bulguları, öğretmen yansıtmasını teşvik etmenin, öğretim liderlerinin öğretmen öz yeterliğini artırmak için anahtar bir ara hedef olarak öne çıktığını göstererek uluslararası alanyazına katkı sunmaktadır. Araştırma sonuçlarına dayanarak politika ve uygulamaya dönük bazı çıkarımlar sunulmuştur.

Anahtar Kelimeler

Öğretim liderliği, Öğretmen yansıtma davranışı, Öğretmen öz yeterliği

Etik Beyan

Bu çalışmayla ilgili iki önemil bilgi var: (1) Bu çalışma, Ebru Köstekçi tarafından Prof. Dr. Ali Çağatay KILINÇ danışmanlığında Karabük Üniversitesi Lisansüstü Eğitim Enstitüsü bünyesinde hazırlanan “Öğretim Liderliği, Öğretmen Yansıtma Davranışı ve Öğretmen Öz Yeterliği Arasındaki İlişkinin İncelenmesi” isimli yüksek lisans tezinden üretilmiştir. (2) Bu çalışma, 03-07 Mayıs 2023 tarihinde Kemer/Antalya’da gerçekleştirilen EYFOR 14’te sözlü bildiri olarak sunulmuştur

Investigating the Link Between Instructional Leadership and Teacher Self-Efficacy: The Mediation Role of Teacher Reflection

Öz

This study tested a mediation model of instructional leadership’s empirical association with teacher self-efficacy with the mediation of teacher reflection. Gathering data from 394 teachers, this cross-sectional study employed Structural Equation Modeling (SEM) to estimate the structural links between study variables. The results revealed a positive and significant empirical relationship between principal instructional leadership and teacher self-efficacy and an indirect connection through the mediation of teacher reflection. While our study substantiates the salient role of instructional leadership in influencing teacher self-efficacy, it also adds nuanced evidence to the global literature by suggesting that promoting teacher reflection has featured as a key intermediate goal for school principals to elevate teacher self-efficacy. Based on our results, we provide several implications for policy and practice.

Anahtar Kelimeler

Instructional leadership, Teacher reflection, Teacher self-efficacy

Kaynakça

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