Bireysel, Çevresel, Bilişsel ve Kişilikle İlgili Etkenlerin Liderlik Etme Motivasyonu (LEM) Üzerindeki Etkilerinin İncelenmesi

Öz

Bu nicel çalışma bireysel, çevresel, bilişsel ve kişilik faktörlerinin liderlik motivasyonunu nasıl etkilediğini incelemektedir. Çalışmanın evrenini İstanbul’da görev yapan 43.878 lise öğretmeni; örneklemi ise küme örnekleme yöntemiyle seçilmiş 381 öğretmen oluşturmaktadır. Bu çalışmada bireysel değişkenlerden cinsiyet, medeni durum, yöneticilik deneyimi, eğitim ve mesleki kıdem incelenmiştir. Çevresel değişkenlerden ise kurumsal çevrenin kısıtlayıcılığı, rol belirsizliği ve liderlik prototipleri incelenmiştir. Öğretmenlerin liderlikle ilgili bilişsel kapasitelerini belirlemek için liderlik özyeterliği ölçeği kullanılmıştır. Liderlik etme motivasyonu (LEM) üzerinde etkili olabilecek kişilik değişkenlerini ölçmek için on maddelik kişilik envanteri kullanılmıştır. Veri analizinde betimleyici istatistikler, korelasyon katsayıları, ortalama, standart sapma ve hiyerarşik çoklu regresyon kullanılmıştır. Bulgulara göre, yöneticilik deneyimi, lisansüstü eğitim, kıdem, yön belirleme konusundaki özgüven, dışadönüklük, duygusal dengelilik ve deneyime açıklık öğretmenlerin duygusal kimlik LEM’lerini artırmaktadır. Cinsiyet, medeni durum, kurumsal çevrenin kısıtlayıcılığı, rol belirsizliği, liderlik prototipleri, takipçilerin adanmışlığını kazanma, engelleri aşma, uyumluluk ve sorumluluk, öğretmenlerin duygusal kimlik LEM'ini yordamamaktadır. Çalışma aynı zamanda kurumsal çevrenin, rol belirsizliğinin ve liderlik prototiplerinin, bireylerin kişilikleri ve duygusal-kimlik LEM'iyle eşleşen liderlik rollerine ilişkin algılarını değiştirmediğini bulmuştur. Hesapçı olmayan LEM, lisans derecesine sahip, yönlendirme konusunda kendine güvenen, uyumlu, sorumlu ve duygusal olarak istikrarlı niteliklere sahip öğretmenlerde daha yüksektir. Son olarak, deneyime açık ve birlikte çalıştıkları müdürler liderlik prototipleriyle uyumlu, erkek ve evli öğretmenlerin sosyal-normatif LEM'leri görece daha yüksektir.

Anahtar Kelimeler

• LEM
• Liderlik
• Motivasyon
• Bireysel etkenler
• Çevresel etkenler

The Effects of Individual, Environmental, Cognitive, and Personality Factors on Motivation to Lead (MTL)

Öz

This quantitative study examines how individual, contextual, cognitive, and personality factors affect teacher leadership motivation. The study included 43,878 high school teachers in Istanbul. Cluster sampling generated 381 samples. Individual variables in this study included gender, marital status, administrative experience, education, and professional experience. Environmental variables included institutional restrictiveness, role ambiguity, and leadership prototypes. Leadership self-efficacy assessed teachers' leadership cognition. The ten-item personality questionnaire measured traits that may affect leadership motivation. Data analysis included descriptive statistics, correlation coefficients, mean, standard deviation, and hierarchical multiple regression. Administrative experience, graduate degrees, professional experience, self-confidence in direction setting, extraversion, emotional stability, and openness to experience increased teachers' affective-identity MTL. Gender, marital status, institutional restrictiveness, role ambiguity, leadership prototypes, self-confidence in commitment and overcoming obstacles, agreeableness, and conscientiousness did not predict affective-identity MTL. The study also found that institutional environment, role ambiguity, and leadership prototypes do not change attitudes toward leadership roles that match personalities and affective-identity MTL. Teachers with undergraduate degrees, direction-setting self-confidence, extraversion, conscientiousness, and emotionally stable traits have higher noncalculative MTL. Finally, male, married teachers with open minds and principals who match their leadership models have high social-normative MTL.

Anahtar Kelimeler

• MTL
• Leadership
• Motivation
• Individual factors
• Environmental factors

Kaynakça

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