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

Yıl 2023, , 1893 - 1929, 30.12.2023
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.

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

Kaynakça

  • Akbari, R., Behzadpoor, F., & Dadvand, B. (2010). Development of English language teaching reflection inventory. System, 38(2), 211–227.
  • Allinder, R. M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17(2), 86–95.
  • Anderson, R. N., Greene, M. L., & Loewen, P. S. (1988). Relationships among teachers' and students' thinking skills, sense of efficacy, and student achievement. Alberta Journal of Educational Research, 34(2), 148–165.
  • Armor, D., Conroy-Oseguera, P., Cox, M., King, N., McDonnell, L., Pascal, A., Pauly, E., & Zellman, G. (1976). Analysis of the School Preferred Reading Programs in Selected Los Angeles Minority Schools, REPORT NO. R-2007- LAUSD. Santa Mónica, CA: Rand Corporation (ERIC Document Reproduction Service No. 130 243).
  • Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. Longman.
  • Bandura, A. (1981). Self-referent thought: A developmental analysis of self-efficacy. In J. H. Flavell & L. Ross (Eds.), Social cognitive development: Frontiers and possible futures (pp. 200–239). Cambridge University Press.
  • Bandura, A. (1983). Self-efficacy determinants of anticipated fears and calamities. Journal of Personality and Social Psychology, 45(2), 464–469.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
  • Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (Volume 5, pp. 307-337). Information Age.
  • Bellibas, M. S., Bulut, O., Hallinger, P., & Wang, W. C. (2016). Developing a validated instructional leadership profile of Turkish primary school principals. International Journal of Educational Research, 75, 115–133.
  • Berman, P., & McLaughlin, M. W. (1977). Federal programs supporting educational change, Volume VII: Factors affecting implementation and continuation. Santa Monica, CA: The RAND Corporation.
  • Blase, J., & Blase, J. (1998). Supporting the lifelong study of learning and teaching. International Electronic Journal for Leadership in Learning, 2(7), 3–4.
  • Blase, J., & Blase, J. (1999). Principals’ instructional leadership and teacher development: Teachers’ perspectives. Educational Administration Quarterly, 35(3), 349–378.
  • Bossert, S. T., Dwyer, D. C., Rowan, B., & Lee, G. V. (1982). The instructional management role of the principal. Educational Administration Quarterly, 18(3), 34–64.
  • Braun Jr, J. A., & Crumpler, T. P. (2004). The social memoir: An analysis of developing reflective ability in a pre-service methods course. Teaching and Teacher Education, 20(1), 59–75.
  • Bridges, E. M. (1967). A model for shared decision making in the school principalship. Educational Administration Quarterly, 3(1), 49–61.
  • Bridges, E. M. (1967). Instructional leadership: A concept re‐examined. Journal of Educational Administration, 5(2), 136–147.
  • Brieve, F. J. (1972). Secondary principals as instructional leaders. NASSP Bulletin, 56(368), 11–15.
  • Brookfield, S. (2010). Critical reflection as an adult learning process. In N. Lyons (Ed.), Handbook of reflection and reflective inquiry (pp. 215–236). Springer New York.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2012). Eğitim bilimsel araştırma yöntemleri (13. Baskı). Pegem Akademi.
  • Calderhead, J. (1989). Reflective teaching and teacher education. Teaching and Teacher Education, 5(1), 43–51.
  • Çalık, T., Sezgin, F., Kavgacı, H., & Kılınç, A. C. (2012). Examination of relationships between instructional leadership of school principals and self-efficacy of teachers and collective teacher efficacy. Educational Sciences: Theory and Practice, 12(4), 2498–2504.
  • Çapa, Y., Çakiroğlu J., & Sarıkaya H. (2005). The development and validation of a Turkish version of teachers' sense of efficacy scale. Eğitim ve Bilim, 30(137), 74–81.
  • Darling-Hammond, L. (2000). Teacher quality and student achievement. Education Policy Analysis Archives, 8(1), 1–44.
  • Derbedek, H. (2008). İlköğretim okul müdürlerinin öğretimsel liderlik özelliklerinin öğretmenlerin öz yeterlilikleri üzerindeki etkileri [Yayınlanmamış yüksek lisans tezi]. Pamukkale Üniversitesi.
  • Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Heath & Co Publishers.
  • Duke, D. L., & Stiggins, R. J. (1985). Evaluating the performance of principals: A descriptive study. Educational Administration Quarterly, 21(4), 71–98.
  • Farrell, S. D. (2017). Self-efficacy among community college faculty teaching in CTE dual-enrollment programs [Doctoral dissertation].Wichita State University.
  • Francis, D. (1995). The reflective journal: A window to preservice teachers' practical knowledge. Teaching and Teacher Education, 11(3), 229–241.
  • Gabriele, A. J., & Joram, E. (2007). Teachers' reflections on their reform-based teaching in mathematics: Implications for the development of teacher self-efficacy. Action in Teacher Education, 29(3), 60–74.
  • Genc, Z. S. (2010). Teacher autonomy through reflective journals among teachers of English as a foreign language in Turkey. Teacher Development, 14(3), 397–409.
  • Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37(2), 479–507.
  • Guskey, T. R. (1987). Context variables that affect measures of teacher efficacy. The Journal of Educational Research, 81(1), 41–47.
  • Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4(1), 63–69.
  • Guskey, T. R., & Passaro, P. D. (1994). Teacher efficacy: A study of construct dimensions. American Educational Research Journal, 31(3), 627–643. Hair, J. F., Ringle, C. M., & Sarstedt, M. (2013). Partial least squares structural equation modeling: Rigorous applications, better results and higher acceptance. Long Range Planning, 46(6), 1–12.
  • Hallinger, P., & Heck, R. H. (1996). Reassessing the principal's role in school effectiveness: A review of empirical research, 1980-1995. Educational Administration Quarterly, 32(1), 5–44.
  • Hallinger, P., & Heck, R. H. (1998). Exploring the principal's contribution to school effectiveness: 1980‐1995. School Effectiveness and School Improvement, 9(2), 157–191.
  • Hallinger, P., & Murphy, J. (1985). Assessing the instructional management behavior of principals. Elementary School Journal, 86(2), 217–247.
  • Hallinger, P., & Wang, W. C. (2015). Assessing instructional leadership with the Principal Instructional Management Rating Scale. Springer.
  • Hambleton, R. K., & Patsula, L. (1999). Increasing the validity of adapted tests: Myths to be avoided and guidelines for improving test adaptation practices. Journal of Applied Testing Technology, 1(1), 1–13.
  • Hayes, A. F. (2018). Partial, conditional, and moderated moderated mediation: Quantification, inference, and interpretation. Communication Monographs, 85(1), 4–40.
  • Hayes, A. F., & Coutts, J. J. (2020). Use omega rather than Cronbach’s alpha for estimating reliability. Communication Methods and Measures, 14(1), 1–24.
  • Heck, R. H., & Hallinger, P. (2009). Assessing the contribution of distributed leadership to school improvement and growth in math achievement. American Educational Research Journal, 46(3), 659–689.
  • Hilal, Y. Y. (2021). De-domesticating reflection: the role of school leadership within a colonized lifeworld. International Journal of Leadership in Education, 1–23. doi:abs/10.1080/13603124.2021.2006791
  • Hou, Y., Cui, Y., & Zhang, D. (2019). Impact of instructional leadership on high school student academic achievement in China. Asia Pacific Education Review, 20(4), 543–558.
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit ındexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55.
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Investigating the Link Between Instructional Leadership and Teacher Self-Efficacy: The Mediation Role of Teacher Reflection

Yıl 2023, , 1893 - 1929, 30.12.2023
https://doi.org/10.17152/gefad.1355939

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.

Kaynakça

  • Akbari, R., Behzadpoor, F., & Dadvand, B. (2010). Development of English language teaching reflection inventory. System, 38(2), 211–227.
  • Allinder, R. M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17(2), 86–95.
  • Anderson, R. N., Greene, M. L., & Loewen, P. S. (1988). Relationships among teachers' and students' thinking skills, sense of efficacy, and student achievement. Alberta Journal of Educational Research, 34(2), 148–165.
  • Armor, D., Conroy-Oseguera, P., Cox, M., King, N., McDonnell, L., Pascal, A., Pauly, E., & Zellman, G. (1976). Analysis of the School Preferred Reading Programs in Selected Los Angeles Minority Schools, REPORT NO. R-2007- LAUSD. Santa Mónica, CA: Rand Corporation (ERIC Document Reproduction Service No. 130 243).
  • Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. Longman.
  • Bandura, A. (1981). Self-referent thought: A developmental analysis of self-efficacy. In J. H. Flavell & L. Ross (Eds.), Social cognitive development: Frontiers and possible futures (pp. 200–239). Cambridge University Press.
  • Bandura, A. (1983). Self-efficacy determinants of anticipated fears and calamities. Journal of Personality and Social Psychology, 45(2), 464–469.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
  • Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (Volume 5, pp. 307-337). Information Age.
  • Bellibas, M. S., Bulut, O., Hallinger, P., & Wang, W. C. (2016). Developing a validated instructional leadership profile of Turkish primary school principals. International Journal of Educational Research, 75, 115–133.
  • Berman, P., & McLaughlin, M. W. (1977). Federal programs supporting educational change, Volume VII: Factors affecting implementation and continuation. Santa Monica, CA: The RAND Corporation.
  • Blase, J., & Blase, J. (1998). Supporting the lifelong study of learning and teaching. International Electronic Journal for Leadership in Learning, 2(7), 3–4.
  • Blase, J., & Blase, J. (1999). Principals’ instructional leadership and teacher development: Teachers’ perspectives. Educational Administration Quarterly, 35(3), 349–378.
  • Bossert, S. T., Dwyer, D. C., Rowan, B., & Lee, G. V. (1982). The instructional management role of the principal. Educational Administration Quarterly, 18(3), 34–64.
  • Braun Jr, J. A., & Crumpler, T. P. (2004). The social memoir: An analysis of developing reflective ability in a pre-service methods course. Teaching and Teacher Education, 20(1), 59–75.
  • Bridges, E. M. (1967). A model for shared decision making in the school principalship. Educational Administration Quarterly, 3(1), 49–61.
  • Bridges, E. M. (1967). Instructional leadership: A concept re‐examined. Journal of Educational Administration, 5(2), 136–147.
  • Brieve, F. J. (1972). Secondary principals as instructional leaders. NASSP Bulletin, 56(368), 11–15.
  • Brookfield, S. (2010). Critical reflection as an adult learning process. In N. Lyons (Ed.), Handbook of reflection and reflective inquiry (pp. 215–236). Springer New York.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2012). Eğitim bilimsel araştırma yöntemleri (13. Baskı). Pegem Akademi.
  • Calderhead, J. (1989). Reflective teaching and teacher education. Teaching and Teacher Education, 5(1), 43–51.
  • Çalık, T., Sezgin, F., Kavgacı, H., & Kılınç, A. C. (2012). Examination of relationships between instructional leadership of school principals and self-efficacy of teachers and collective teacher efficacy. Educational Sciences: Theory and Practice, 12(4), 2498–2504.
  • Çapa, Y., Çakiroğlu J., & Sarıkaya H. (2005). The development and validation of a Turkish version of teachers' sense of efficacy scale. Eğitim ve Bilim, 30(137), 74–81.
  • Darling-Hammond, L. (2000). Teacher quality and student achievement. Education Policy Analysis Archives, 8(1), 1–44.
  • Derbedek, H. (2008). İlköğretim okul müdürlerinin öğretimsel liderlik özelliklerinin öğretmenlerin öz yeterlilikleri üzerindeki etkileri [Yayınlanmamış yüksek lisans tezi]. Pamukkale Üniversitesi.
  • Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Heath & Co Publishers.
  • Duke, D. L., & Stiggins, R. J. (1985). Evaluating the performance of principals: A descriptive study. Educational Administration Quarterly, 21(4), 71–98.
  • Farrell, S. D. (2017). Self-efficacy among community college faculty teaching in CTE dual-enrollment programs [Doctoral dissertation].Wichita State University.
  • Francis, D. (1995). The reflective journal: A window to preservice teachers' practical knowledge. Teaching and Teacher Education, 11(3), 229–241.
  • Gabriele, A. J., & Joram, E. (2007). Teachers' reflections on their reform-based teaching in mathematics: Implications for the development of teacher self-efficacy. Action in Teacher Education, 29(3), 60–74.
  • Genc, Z. S. (2010). Teacher autonomy through reflective journals among teachers of English as a foreign language in Turkey. Teacher Development, 14(3), 397–409.
  • Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37(2), 479–507.
  • Guskey, T. R. (1987). Context variables that affect measures of teacher efficacy. The Journal of Educational Research, 81(1), 41–47.
  • Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4(1), 63–69.
  • Guskey, T. R., & Passaro, P. D. (1994). Teacher efficacy: A study of construct dimensions. American Educational Research Journal, 31(3), 627–643. Hair, J. F., Ringle, C. M., & Sarstedt, M. (2013). Partial least squares structural equation modeling: Rigorous applications, better results and higher acceptance. Long Range Planning, 46(6), 1–12.
  • Hallinger, P., & Heck, R. H. (1996). Reassessing the principal's role in school effectiveness: A review of empirical research, 1980-1995. Educational Administration Quarterly, 32(1), 5–44.
  • Hallinger, P., & Heck, R. H. (1998). Exploring the principal's contribution to school effectiveness: 1980‐1995. School Effectiveness and School Improvement, 9(2), 157–191.
  • Hallinger, P., & Murphy, J. (1985). Assessing the instructional management behavior of principals. Elementary School Journal, 86(2), 217–247.
  • Hallinger, P., & Wang, W. C. (2015). Assessing instructional leadership with the Principal Instructional Management Rating Scale. Springer.
  • Hambleton, R. K., & Patsula, L. (1999). Increasing the validity of adapted tests: Myths to be avoided and guidelines for improving test adaptation practices. Journal of Applied Testing Technology, 1(1), 1–13.
  • Hayes, A. F. (2018). Partial, conditional, and moderated moderated mediation: Quantification, inference, and interpretation. Communication Monographs, 85(1), 4–40.
  • Hayes, A. F., & Coutts, J. J. (2020). Use omega rather than Cronbach’s alpha for estimating reliability. Communication Methods and Measures, 14(1), 1–24.
  • Heck, R. H., & Hallinger, P. (2009). Assessing the contribution of distributed leadership to school improvement and growth in math achievement. American Educational Research Journal, 46(3), 659–689.
  • Hilal, Y. Y. (2021). De-domesticating reflection: the role of school leadership within a colonized lifeworld. International Journal of Leadership in Education, 1–23. doi:abs/10.1080/13603124.2021.2006791
  • Hou, Y., Cui, Y., & Zhang, D. (2019). Impact of instructional leadership on high school student academic achievement in China. Asia Pacific Education Review, 20(4), 543–558.
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit ındexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55.
  • Jung, J. (2012). The focus, role, and meaning of experienced teachers' reflection in physical education. Physical Education & Sport Pedagogy, 17(2), 157–175.
  • Karabük İl Milli Eğitim Müdürlüğü (2023). Karabük İl Milli Eğitim Müdürlüğü istatistik verileri. https://karabuk.meb.gov.tr/www/mudurlugumuz-istatistik-verileri/icerik/143 adresinden 11.04.2023 tarihinde alınmıştır.
  • Karataş, S. ve Özcan, S. (2010). Yaratıcı düşünme etkinliklerinin öğrencilerin yaratıcı düşünmelerine ve proje geliştirmelerine etkisi. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 11(1), 225–243.
  • Klassen, R. M., ve Chiu, M. M. (2010). Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741–756.
  • Korthagen, F. A., & Wubbels, T. (1995). Characteristics of reflective practitioners: Towards an operationalization of the concept of reflection. Teachers and Teaching, 1(1), 51–72.
  • Künsting, J., Neuber, V., & Lipowsky, F. (2016). Teacher self-efficacy as a long-term predictor of instructional quality in the classroom. European Journal of Psychology of Education, 31(3), 299–322.
  • Lai, M., Wang, L., ve Shen, W. (2017). Educational leadership on the Chinese Mainland: A case study of two secondary schools in Beijing. London Review of Education, 15(2), 317–328.
  • Lawrence-Wilkes, L., & Ashmore, L. (2014). The reflective practitioner in professional education. Springer. Lee, H. (2005). Understanding and assessing preservice teachers’ reflective thinking. Teaching and Teacher Education, 21(6), 699–715.
  • Leitch, R., & Day, C. (2000). Action research and reflective practice: Towards a holistic view. Educational Action Research, 8(1), 179–193.
  • Leithwood, K., & Jantzi, D. (1997). Explaining variation in teachers’ perceptions of principals’ leadership: A replication. Journal of Educational Administration, 35(4), 312–331.
  • Leithwood, K., Patten, S., & Jantzi, D. (2010). Testing a conception of how school leadership influences student learning. Educational Administration Quarterly, 46(5), 671–706.
  • Leithwood, K., Sun, J., & Schumacker, R. (2020). How school leadership influences student learning: A test of “The four paths model”. Educational Administration Quarterly, 56(4), 570–599.
  • Leys, C., Klein, O., Dominicy, Y., & Ley, C. (2018). Detecting multivariate outliers: Use a robust variant of the Mahalanobis distance. Journal of Experimental Social Psychology, 74, 150–156.
  • Liu, W., & Gumah, B. (2020). Leadership style and self-efficacy: The influences of feedback. Journal of Psychology in Africa, 30(4), 289–294.
  • Liu, Y., & Bellibas, M. S. (2018). School factors that are related to school principals’ job satisfaction and organizational commitment. International Journal of Educational Research, 90(1), 1–19.
  • Liu, Y., Bellibaş, M. Ş., & Gümüş, S. (2021). The effect of instructional leadership and distributed leadership on teacher self-efficacy and job satisfaction: Mediating roles of supportive school culture and teacher collaboration. Educational Management Administration & Leadership, 49(3), 430–453.
  • Marks, H. M., & Printy, S. M. (2003). Principal leadership and school performance: An integration of transformational and instructional leadership. Educational Administration Quarterly, 39(3), 370–397.
  • Maviş, F. (2014). Ortaöğretim öğretmenlerinin yansıtıcı uygulama düzeyleri ile öğrencilerinin yansıtıcı düşünme becerilerinin karşılaştırılması [Yayımlanmamış Yüksek Lisans Tezi]. Gaziosmanpaşa Üniversitesi. Milli Eğitim Bakanlığı [MEB]. (2017). Öğretmen Strateji Belgesi 2017-2023. https://oygm.meb.gov.tr/www/ogretmen-strateji-belgesi/icerik/406 adresinden erişim sağlanmıştır. Milli Eğitim Bakanlığı [MEB]. (2018). 2023 Eğitim Vizyonu. https://tegm.meb.gov.tr/www/2023-vizyonu/icerik/23 adresinden erişim sağlanmıştır.
  • Ogberd. A., & McCutcheon, G. (1987) Teachers’ experiences doing action research. Peabody Journal of Education, 64(2), 116–127.
  • Pedro, J. Y. (2005). Reflection in teacher education: Exploring pre–service teachers’ meanings of reflective practice. Reflective Practice, 6(1), 49–66.
  • Pollard, A., Anderson, J., Maddock, M., Swaffield, S., Warin, J., & Warwick, P. (2008). Reflective teaching: Evidence-informed professional practice (Third Press). Continuum International Publishing Group.
  • Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40(3), 879–891.
  • Ross, J. A. (1998). The antecedents and consequences of teacher efficacy. In J. Brophy (Ed.), Research on teaching (Volume 7, pp. 49–74). JAI Press.
  • Runhaar P, Sanders, K., & Yang, H. (2010). Stimulating teachers’ reflection and feedback asking: An interplay of self–efficacy, learning goal orientation, and transformational leadership. Teaching and Teacher Education, 26(5), 1154–1161
  • Schön, D. (1983). The reflective practitioner: How professionals think in action. Basic Books.
  • Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. Jossey-Bass.
  • Southworth, G. (2002). Instructional leadership in schools: Reflections and empirical evidence. School Leadership & Management, 22(1), 73–91.
  • Tabachnick, B. G. ve Fidell, L. S. (2013). Using multivariate statistics (Sixth Press). Pearson Education Limited.
  • Thoonen, E. E., Sleegers, P. J., Oort, F. J., Peetsma, T. T., & Geijsel, F. P. (2011). How to improve teaching practices: The role of teacher motivation, organizational factors, and leadership practices. Educational Administration Quarterly, 47(3), 496–536.
  • Tschannen-Moran, M. (2001). Collaboration and the need for trust. Journal of Educational Administration, 39(4), 308–331.
  • Tschannen-Moran, M., & Gareis, C. R. (2004). Principals' sense of efficacy: Assessing a promising construct. Journal of Educational Administration, 42(5), 573–585.
  • Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805.
  • Tschannen-Moran, M., & Hoy, A. W. (2007). The differential antecedents of self–efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944–956.
  • Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202–248.
  • Wahlstrom, K. L., & Louis, K. S. (2008). How teachers experience principal leadership: The roles of professional community, trust, efficacy, and shared responsibility. Educational Administration Quarterly, 44(4), 458–495.
  • Woolfolk–Hoy, A., Hoy, W. K., & Davis, H. A. (2009). Teachers’ self–efficacy beliefs. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 627–653). Routledge.
  • York–Barr, J., Sommers, W. A., Ghere, G. S., & Montie, J. (2001). Reflective practice to improve schools: An action guide for educators. Corwin.
  • Zee, M., & Koomen, H. M. (2016). Teacher self–efficacy and its effects on classroom processes, student academic adjustment, and teacher well–being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981–1015.
  • Zeichner, K. M. (1983). Alternative paradigms of teacher education. Journal of Teacher Education, 34(3), 3–9.
Toplam 85 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Yönetimi
Bölüm Makaleler
Yazarlar

Ebru Köstekci 0009-0002-7020-8520

Ali Çağatay Kılınç 0000-0001-9472-578X

Yayımlanma Tarihi 30 Aralık 2023
Yayımlandığı Sayı Yıl 2023

Kaynak Göster

APA Köstekci, E., & Kılınç, A. Ç. (2023). Öğretim Liderliği ile Öğretmen Öz Yeterliği Arasındaki İlişkinin İncelenmesi: Öğretmen Yansıtma Davranışının Aracılık Rolü. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 43(3), 1893-1929. https://doi.org/10.17152/gefad.1355939
AMA Köstekci E, Kılınç AÇ. Öğretim Liderliği ile Öğretmen Öz Yeterliği Arasındaki İlişkinin İncelenmesi: Öğretmen Yansıtma Davranışının Aracılık Rolü. GEFAD. Aralık 2023;43(3):1893-1929. doi:10.17152/gefad.1355939
Chicago Köstekci, Ebru, ve Ali Çağatay Kılınç. “Öğretim Liderliği Ile Öğretmen Öz Yeterliği Arasındaki İlişkinin İncelenmesi: Öğretmen Yansıtma Davranışının Aracılık Rolü”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 43, sy. 3 (Aralık 2023): 1893-1929. https://doi.org/10.17152/gefad.1355939.
EndNote Köstekci E, Kılınç AÇ (01 Aralık 2023) Öğretim Liderliği ile Öğretmen Öz Yeterliği Arasındaki İlişkinin İncelenmesi: Öğretmen Yansıtma Davranışının Aracılık Rolü. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 43 3 1893–1929.
IEEE E. Köstekci ve A. Ç. Kılınç, “Öğretim Liderliği ile Öğretmen Öz Yeterliği Arasındaki İlişkinin İncelenmesi: Öğretmen Yansıtma Davranışının Aracılık Rolü”, GEFAD, c. 43, sy. 3, ss. 1893–1929, 2023, doi: 10.17152/gefad.1355939.
ISNAD Köstekci, Ebru - Kılınç, Ali Çağatay. “Öğretim Liderliği Ile Öğretmen Öz Yeterliği Arasındaki İlişkinin İncelenmesi: Öğretmen Yansıtma Davranışının Aracılık Rolü”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 43/3 (Aralık 2023), 1893-1929. https://doi.org/10.17152/gefad.1355939.
JAMA Köstekci E, Kılınç AÇ. Öğretim Liderliği ile Öğretmen Öz Yeterliği Arasındaki İlişkinin İncelenmesi: Öğretmen Yansıtma Davranışının Aracılık Rolü. GEFAD. 2023;43:1893–1929.
MLA Köstekci, Ebru ve Ali Çağatay Kılınç. “Öğretim Liderliği Ile Öğretmen Öz Yeterliği Arasındaki İlişkinin İncelenmesi: Öğretmen Yansıtma Davranışının Aracılık Rolü”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, c. 43, sy. 3, 2023, ss. 1893-29, doi:10.17152/gefad.1355939.
Vancouver Köstekci E, Kılınç AÇ. Öğretim Liderliği ile Öğretmen Öz Yeterliği Arasındaki İlişkinin İncelenmesi: Öğretmen Yansıtma Davranışının Aracılık Rolü. GEFAD. 2023;43(3):1893-929.