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

Yıl 2023, Cilt: 43 Sayı: 3, 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, Cilt: 43 Sayı: 3, 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.
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Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Yönetimi
Bölüm Makaleler
Yazarlar

Ebru KÖSTEKCİ 0009-0002-7020-8520

Ali Çağatay KILINÇ 0000-0001-9472-578X

Yayımlanma Tarihi 30 Aralık 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 43 Sayı: 3

Kaynak Göster

APA KÖSTEKCİ, E., & KILINÇ, 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 KÖSTEKCİ E, KILINÇ 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 KÖSTEKCİ, Ebru, ve Ali Çağatay KILINÇ. “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 KÖSTEKCİ E, KILINÇ 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. KÖSTEKCİ ve A. Ç. KILINÇ, “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 KÖSTEKCİ, Ebru - KILINÇ, 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 KÖSTEKCİ E, KILINÇ AÇ. Öğretim Liderliği ile Öğretmen Öz Yeterliği Arasındaki İlişkinin İncelenmesi: Öğretmen Yansıtma Davranışının Aracılık Rolü. GEFAD. 2023;43:1893–1929.
MLA KÖSTEKCİ, Ebru ve Ali Çağatay KILINÇ. “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 KÖSTEKCİ E, KILINÇ AÇ. Öğretim Liderliği ile Öğretmen Öz Yeterliği Arasındaki İlişkinin İncelenmesi: Öğretmen Yansıtma Davranışının Aracılık Rolü. GEFAD. 2023;43(3):1893-929.