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Yıl 2006, Cilt: 1 Sayı: 2, 137 - 161, 01.06.2006

Niyazi Can

Öz

The research has been done so as to determine the obstacles preventing teachers working at primary and secondary schools from demonstrating teacher leadership attitudes. The data regarding the problem of the research has been gathered by means of literature search and interview. According to the teachers and the principals, it has been noticed that there is a considerable amount of similarity in teachers’demonstrating leadership attitudes. However, teachers focused on class-involved activities whereas principals focused on school-sized activities and discipline. In the context of teacher leadership,principal’s motivating teachers and providing an atmosphere of support are of primary importance. It has been stated that principals’ failure in providing the required atmosphere and facilites will lead to the fact that educational activities will have to be held within the borders of the classroom. The effectiveness of principals on teachers’ demonstrating leadership attitudes has been admitted by principals as well. However principals have been found to believe that teachers must be the first to pay effort in acquiring and demonstrating leadership attitudes and that principals will support them. Obstacles regarding leader teachership reveal similarities in respect of such components as principals, teachers and types of schools. Of these similarities are the most noticeable ones are: obstacles regarding school-culture, insufficiency in the process of professional development,lack in administrational support, shortage of time, teachers’ formal duties, lack of colleberation between teachers, insufficiency in the ambience of training and development and democratical reliance and participation, neglecting teachers’extra efforts. Among the above-mentioned obstacles, lack of principals’ support, democratical participation and insufficiency in evaluating the acquisitons are the ones teachers agree with much more strongly

Anahtar Kelimeler

Teacher Leadership leadership attitiudes teacher leadership obstacles

Kaynakça

  • Barth, R. (2000). “The Teacher Leader” Edutopıa-online, www.glef.org, The George Lucas Educationam Foundation (11.01.2005).
  • Can, N. (2006). “Öğretmenlerin Öğretmen Liderliği Davranışları”. Milli Eğitim Bakanlığı Öğretmen Yetiştirme ve Eğitimi Genel Müdürlüğü ile Çanakkale On Sekiz Mart Üniversitesi’nin işbirliğiyle düzenlenen III. Uluslararası Öğretmen Yetiştirme Sempozyumu, Sunulmuş Bildiri, Çanakkale: 4-5 Mayıs, 2006.
  • Can, N.. (1995). “Türk Milli Eğitim Sisteminde Demokrazi Eğitimi ve Sorunları”, Çağdaş Eğitim, 30(321), 31-36.
  • Caine, G. ve R. N. Caine (2000). The Learning Community as a Foundation for Developing Teacher Leaders. NASSP Bulletin (May), pp. 6-13.
  • Carnegie Forum on Education and the Economy (1986). A nation prepared: Teachers for the twenty-first century. New York: Carnegie Forum on Education and the Economy.
  • Clark, David L. (1988). How The Structure and Operation of Schools Should Change. Memo to Seminar Participants: New Models for The Role and Training of Leadership for Tomorrow’s Schools. University of Virginia.
  • Clemson-Ingram, R. ve R. Fesler (1997). “Innovative Programs for Teacher Leadership”, Action in Teacher Education, 19(3), 95-106.
  • Çelik, Vehbi (1999). Eğitimsel Liderlik. Ankara: Pegem Yayınları.
  • Devaney, K. (1987). The lead teacher: Ways to begin. New York: Carnegie Forum on Education and the Economy.
  • Dierks, K. vd. (1988). Teacher leadership: Commitment and challenge. Unpublished research report, Puget Sound Educational Consortium. Seattle: University of Washington
  • Dimock, V. B. ve Kathleen M. McGree (1995). Leading Change From The Classroom: Teachers As Leaders,SDLIssues..aboutChange Volume 4, Number (30.05.2006). http://www.sedl.org/change/Issues/Issues44.html
  • Fay, C. (1992). Empowerment through leadership: In the teachers' voice. In C. Livingston (Ed.), Teachers as leaders: evolving roles. NEA School Restructuring Series. Washington, D. C.: National Education Association.
  • Gehrke, Nathalie (1991). “Developing Teachers' Leadership Skills”. ERIC Clearinghouse on Teacher Education Washington DC, 1991-04-00.
  • Harris, Alma (2005). “Teacher Leadership: More Than Just a Feel-Good Factor?”, Leadership and Policy in Schools, 4:201-219.
  • Hart, A. (1990). Impacts of the school social unit on teacher authority during work redesign. American Educational Research Journal, 27 (3)
  • Katzenmeyer, M., ve G. Moller. (2001). Awakening the sleeping giant: Helping teacher develop as leaders (2 nd ed.). Thousand Oaks, CA: Corwin Press, Inc.
  • Lieberman, A. (1988). Expanding the leadership team. Educational Leadership, 45(5), 4-8.
  • Lieberman, A., E. Saxl, ve M. Miles (1988). Teacher leadership: Ideology and practice. In A. Lieberman (Ed.), Building a professional culture in schools. New York: Teachers College Press
  • Lieberman, A. (1992). Teacher leadership: What are we learning? In C. Livingston (Ed.), Teachers as leaders: Evolving roles. NEA School Restructuring Series. Washington, D. C.: National Education Association.
  • Little, J.W. (2000). Assessing The Prospects for Teacher Leadership. The Jossey-Bass Reader on Educational Leadership, pp. 24-43. Chicago: Jossey-Bass.
  • Livingston, C. (1992). Teacher leadership for restructured schools. In C. Livingston (Ed.), Teachers as leaders: Evolving roles. NEA School Restructuring Series. Washington, D. C.: National Education Association.
  • Lord, Brian ve Barbara Miller (2000). An Appealing and Inescapable Force in School Reform? Education Development Center.
  • http://www.ed.gov/inits/Math/glenn/LordMiller.doc (10.08.2006).
  • Moller, Gayle (1999). “You have to want to do this job” Journal of Staff Development, http://www.nsdc.org/library/publications/jsd/voices204.cfm (Vol. , No. ). (21.06.2006).
  • Muijs, D. ve A. Haris (2003). “Teacher Leadership: Improvement Through Empowerment”. Educational Management and Administration, (4), 437-449.
  • Porter, A. (1986). Teacher collaboration: New partnership to attract old problems. Kappan, 69 (2), 147152.
  • Sacken, Donald (1994). No More Principals. Phi Delta Kapa.
  • Schlechty, Phillip C. (1990). Schools for The Twenty First Century. San Francisco: Jossey-Bass Publishers.
  • Troen, V., ve K. Boles (1992, April). Leadership from the classroom: Women teachers as a key to school reform. Paper presented at The Annual Meeting of the American Education Research Association, San Francisco, CA.
  • Urbanski, Adam ve M.Beth Nickolaou (2006). “Reflections on Teachers as Leaders”.http://mw.k12.ny.us/files/filesystem/REFLECTIONS%200N%2 TEACHERS. (20.05.2006).
  • Wasley, P. (1989, April). Lead teachers and teachers who lead: reform rhetoric and real practice. Paper presented at The annual Meeting of the American Educational Research Association, San Francisco, CA.
  • Wheatley, M. (2000). “Good-Bye Command and Control”, In Fullan (Ed.), The Jossey-Bass Reader on Educational Leadership, pp. 102-135. Chicago: Jossey-Bass.
  • York-Barr, J., ve K. Duke (2004). “What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research.74(3), 255-316.
  • Yukl, G. (1994). Leadership in Organizations (Third Edition). Englewood Cliffs, NJ: Prentice Hall.

Öğretmen Liderliği Ve Engelleri

Yıl 2006, Cilt: 1 Sayı: 2, 137 - 161, 01.06.2006

Niyazi Can

Öz

Araştırma, ilköğretim ve orta öğretim okullarındaki öğretmenlerin öğretmen liderliği davranışlarını göstermelerinin engellerini saptamak amacıyla yapılmıştır. Araştırma problemiyle ilgili veriler alanyazın taraması ve mülakat yolu ile toplanmıştır..Öğretmen ve yöneticilere göre, öğretmen liderlerin gösterdikleri davranışlar incelendiğinde önemli benzerlikler ortaya çıkmıştır. Ancak öğretmenler sınıfla ilgili öğretim etkinliklerini, yöneticiler ise disiplini ve okul çaplı etkinlikleri daha çok belirtmişlerdir. Öğretmen liderliğinde müdürün öğretmenleri güdülemesi, destek ortamı sunması çok önemsenmiştir. Müdürün ortam ve olanakları yeterince sunmaması durumunda etkinliklerin sınıf içi sınırlarda kalacağı belirtilmiştir. Öğretmen liderliği davranışlarının gösterilmesinde yöneticilerin etkisini okul müdürleri de paylaşmakta ancak öncelikli çabanın öğretmenin göstermesi gerektiği, yöneticinin gösterilen çabaları destekleyeceği paylaşılmıştır. Öğretmen liderliği davranışlarının engelleri yöneticilere ve öğretmenlere göre ayrıca okul türlerine göre benzerlik göstermektedir. İlk sıralarda paylaşılan engeller: Okul kültürüyle ilgili engeller, mesleksel yetişme sürecindeki yetersizlik, yönetim desteğinin yetersizliği, zaman sınırlılığı, öğretmenin formal yükü, diğer öğretmenlerin yetersiz desteği, yetişme ve gelişme ortamının yetersizliği, ilave çabaların değerlendirilmemesi, demokratik güven ve katılım ortamının yetersizliği. Bunlardan yönetim desteği ve demokratik katılımın yetersizliği ile yapılan etkinlik ve kazanımların yeterince değerlendirilmemesi engellerine öğretmenler daha fazla katılmışlardır

Anahtar Kelimeler

Öğretmen liderliği liderlik davranışları öğretmen liderliği engelleri

Kaynakça

  • Barth, R. (2000). “The Teacher Leader” Edutopıa-online, www.glef.org, The George Lucas Educationam Foundation (11.01.2005).
  • Can, N. (2006). “Öğretmenlerin Öğretmen Liderliği Davranışları”. Milli Eğitim Bakanlığı Öğretmen Yetiştirme ve Eğitimi Genel Müdürlüğü ile Çanakkale On Sekiz Mart Üniversitesi’nin işbirliğiyle düzenlenen III. Uluslararası Öğretmen Yetiştirme Sempozyumu, Sunulmuş Bildiri, Çanakkale: 4-5 Mayıs, 2006.
  • Can, N.. (1995). “Türk Milli Eğitim Sisteminde Demokrazi Eğitimi ve Sorunları”, Çağdaş Eğitim, 30(321), 31-36.
  • Caine, G. ve R. N. Caine (2000). The Learning Community as a Foundation for Developing Teacher Leaders. NASSP Bulletin (May), pp. 6-13.
  • Carnegie Forum on Education and the Economy (1986). A nation prepared: Teachers for the twenty-first century. New York: Carnegie Forum on Education and the Economy.
  • Clark, David L. (1988). How The Structure and Operation of Schools Should Change. Memo to Seminar Participants: New Models for The Role and Training of Leadership for Tomorrow’s Schools. University of Virginia.
  • Clemson-Ingram, R. ve R. Fesler (1997). “Innovative Programs for Teacher Leadership”, Action in Teacher Education, 19(3), 95-106.
  • Çelik, Vehbi (1999). Eğitimsel Liderlik. Ankara: Pegem Yayınları.
  • Devaney, K. (1987). The lead teacher: Ways to begin. New York: Carnegie Forum on Education and the Economy.
  • Dierks, K. vd. (1988). Teacher leadership: Commitment and challenge. Unpublished research report, Puget Sound Educational Consortium. Seattle: University of Washington
  • Dimock, V. B. ve Kathleen M. McGree (1995). Leading Change From The Classroom: Teachers As Leaders,SDLIssues..aboutChange Volume 4, Number (30.05.2006). http://www.sedl.org/change/Issues/Issues44.html
  • Fay, C. (1992). Empowerment through leadership: In the teachers' voice. In C. Livingston (Ed.), Teachers as leaders: evolving roles. NEA School Restructuring Series. Washington, D. C.: National Education Association.
  • Gehrke, Nathalie (1991). “Developing Teachers' Leadership Skills”. ERIC Clearinghouse on Teacher Education Washington DC, 1991-04-00.
  • Harris, Alma (2005). “Teacher Leadership: More Than Just a Feel-Good Factor?”, Leadership and Policy in Schools, 4:201-219.
  • Hart, A. (1990). Impacts of the school social unit on teacher authority during work redesign. American Educational Research Journal, 27 (3)
  • Katzenmeyer, M., ve G. Moller. (2001). Awakening the sleeping giant: Helping teacher develop as leaders (2 nd ed.). Thousand Oaks, CA: Corwin Press, Inc.
  • Lieberman, A. (1988). Expanding the leadership team. Educational Leadership, 45(5), 4-8.
  • Lieberman, A., E. Saxl, ve M. Miles (1988). Teacher leadership: Ideology and practice. In A. Lieberman (Ed.), Building a professional culture in schools. New York: Teachers College Press
  • Lieberman, A. (1992). Teacher leadership: What are we learning? In C. Livingston (Ed.), Teachers as leaders: Evolving roles. NEA School Restructuring Series. Washington, D. C.: National Education Association.
  • Little, J.W. (2000). Assessing The Prospects for Teacher Leadership. The Jossey-Bass Reader on Educational Leadership, pp. 24-43. Chicago: Jossey-Bass.
  • Livingston, C. (1992). Teacher leadership for restructured schools. In C. Livingston (Ed.), Teachers as leaders: Evolving roles. NEA School Restructuring Series. Washington, D. C.: National Education Association.
  • Lord, Brian ve Barbara Miller (2000). An Appealing and Inescapable Force in School Reform? Education Development Center.
  • http://www.ed.gov/inits/Math/glenn/LordMiller.doc (10.08.2006).
  • Moller, Gayle (1999). “You have to want to do this job” Journal of Staff Development, http://www.nsdc.org/library/publications/jsd/voices204.cfm (Vol. , No. ). (21.06.2006).
  • Muijs, D. ve A. Haris (2003). “Teacher Leadership: Improvement Through Empowerment”. Educational Management and Administration, (4), 437-449.
  • Porter, A. (1986). Teacher collaboration: New partnership to attract old problems. Kappan, 69 (2), 147152.
  • Sacken, Donald (1994). No More Principals. Phi Delta Kapa.
  • Schlechty, Phillip C. (1990). Schools for The Twenty First Century. San Francisco: Jossey-Bass Publishers.
  • Troen, V., ve K. Boles (1992, April). Leadership from the classroom: Women teachers as a key to school reform. Paper presented at The Annual Meeting of the American Education Research Association, San Francisco, CA.
  • Urbanski, Adam ve M.Beth Nickolaou (2006). “Reflections on Teachers as Leaders”.http://mw.k12.ny.us/files/filesystem/REFLECTIONS%200N%2 TEACHERS. (20.05.2006).
  • Wasley, P. (1989, April). Lead teachers and teachers who lead: reform rhetoric and real practice. Paper presented at The annual Meeting of the American Educational Research Association, San Francisco, CA.
  • Wheatley, M. (2000). “Good-Bye Command and Control”, In Fullan (Ed.), The Jossey-Bass Reader on Educational Leadership, pp. 102-135. Chicago: Jossey-Bass.
  • York-Barr, J., ve K. Duke (2004). “What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research.74(3), 255-316.
  • Yukl, G. (1994). Leadership in Organizations (Third Edition). Englewood Cliffs, NJ: Prentice Hall.
Toplam 34 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Research Article
Yazarlar

Niyazi Can Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2006
Yayımlandığı Sayı Yıl 2006 Cilt: 1 Sayı: 2

Kaynak Göster

APA Can, N. (2006). Öğretmen Liderliği Ve Engelleri. Sosyal Bilimler Araştırmaları Dergisi, 1(2), 137-161.
AMA Can N. Öğretmen Liderliği Ve Engelleri. SBAD. Haziran 2006;1(2):137-161.
Chicago Can, Niyazi. “Öğretmen Liderliği Ve Engelleri”. Sosyal Bilimler Araştırmaları Dergisi 1, sy. 2 (Haziran 2006): 137-61.
EndNote Can N (01 Haziran 2006) Öğretmen Liderliği Ve Engelleri. Sosyal Bilimler Araştırmaları Dergisi 1 2 137–161.
IEEE N. Can, “Öğretmen Liderliği Ve Engelleri”, SBAD, c. 1, sy. 2, ss. 137–161, 2006.
ISNAD Can, Niyazi. “Öğretmen Liderliği Ve Engelleri”. Sosyal Bilimler Araştırmaları Dergisi 1/2 (Haziran 2006), 137-161.
JAMA Can N. Öğretmen Liderliği Ve Engelleri. SBAD. 2006;1:137–161.
MLA Can, Niyazi. “Öğretmen Liderliği Ve Engelleri”. Sosyal Bilimler Araştırmaları Dergisi, c. 1, sy. 2, 2006, ss. 137-61.
Vancouver Can N. Öğretmen Liderliği Ve Engelleri. SBAD. 2006;1(2):137-61.


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