The Relationship between Teacher Perceptions of Distributed Leadership and Schools as Learning Organizations

Year 2019, Volume: 6 Issue: 2, 381 - 396, 13.12.2019

Ramazan Ertürk , Şenay Sezgin Nartgün

https://doi.org/10.33200/ijcer.596918

Cited By: 4

Abstract

This
study aimed to identify the relationship between teachers' distributed leadership
and perceptions of schools as learning organizations. This study used correlational
survey model and made use of correlations to determine the relationship between
the two variables. Study population
consisted of 600 teachers employed at secondary schools in the central district
of Bolu in 2018-2019 academic year. The study was carried out on the population
and therefore no sampling was required. Of the 600 scales distributed, 268 were
returned and evaluated. The measurement tool used in the research consists of
three parts. First part of the scale included demographic characteristics of
teachers. The second part included the Distributed Leadership Scale and the third part consisted
of the Learning School Scale. Some of the results of the research are as
follows: Teachers have high perceptions of learning school and sub-dimensions
such as team learning, mental models, shared vision, personal domination and shared
leadership. Male and female teachers are similar in learning schools and
sub-dimensions of learning in teams, mental models, shared vision and shared
leadership perceptions. According to the results of the research, female
teachers 'perceptions of personal dominance dimension are higher than male
teachers' perceptions. Teachers with different types of in-service
participation and project numbers have similar characteristics to the learning
school, learning as a team, mental models, shared vision and personal dominance
sub-dimensions and shared leadership perceptions. The teachers' perceptions of
teachers in schools whose schools have different number of teachers show
different characteristics in other dimensions and shared leadership perceptions
except for personal dominance dimension.

Keywords

Teacher, Leader, Shared leadership, Learning school

References

• Ağıroğlu Bakır, A. (2013). Öğretmenlerin paylaşılan liderlik ve örgütsel bağlılık algıları arasındaki ilişkinin analizi [The analysis of relationship between the teachers' perceptions of distributed leadership and organizational commitment]. Unpublished PhD thesis, Inonu University Institute of Educational Sciences, Malatya.
• Akhtar, N. & Khan, R.A. (2011). Exploring the paradox of organizational learning and learn organization. Interdisciplinary Journal of Contemporary Research in Business, 2(9), 257-270.
• Aksu, M. (2013). Meslek lisesi yönetici ve öğretmenlerinin öğrenen örgüt algıları [Perceptions of vocational high school administrators and teachers on learning organization]. Unpublished master's thesis, Eskisehir Osmangazi University Institute of Educational Sciences, Eskişehir.
• Alp, A. (2007). İlköğretim öğretmenlerinin öğrenen örgüt kültürüne ilişkin algıları (İstanbul örneği) [The perceptions of primary school teachers about learning organizaton culture (Istanbul provience)]. Unpublished master's thesis, Beykent University, Institute of Social Sciences, Istanbul.
• Bal, Ö. (2011). İlköğretim okullarında görev yapan okul yöneticisi ve öğretmenlerin öğrenen örgüt olarak okullarına ilişkin algıları (Başakşehir örneği) [The primary school administrators and teachers' perception of learning school regarding their own school (Basaksehir district sample)]. Unpublished master's thesis, Yildiz Technical University, Institute of Social Sciences, İstanbul.
• Banoğlu, K. (2009). İlköğretim okullarında görev yapmakta olan yönetici ve öğretmenlerin öğrenen örgüt algısı. [Perception of learning organization of the primary school managers and teachers]. Unpublished master's thesis, Yildiz Technical University, Institute of Social Sciences, Istanbul.
• Braham, J. B. (1998). Creating a learning organization. (Trans: A. Tekcan) Istanbul: Rota Publications.
• Bolden, R., Petrov, G. & Gosling, J. (2009). Distributed leadership in higher education, Educational Management Administration & Leadership, 37(2), 257-277.
• Bursalıoğlu, Z. (2002). Okul yönetiminde yeni yapı ve davranış (12. bs.) [New structure and behavior in school management (12th ed.)]. Ankara: PegemA Publishing.
• Camburn, E. M., Rowan, B. & Taylor, J. E. (2003). Distributed leadership in schools: The case of elementary schools adopting comprehensive school reform models. Educational Evaluation and Policy Analysis, 25(4), 347-373.
• Çınar A. & Bozgeyikli, H. (2015). The perceptions of distributed leadership in the secondary school institutions. Turkey Social Policy and Labor Studies Journal, 5(9), 2146-5177.
• Doğan S. & Yiğit, Y. (2015). Complement of teaching schools: learning schools. Electronic Journal of Social Sciences, 14(53), 318-336.
• Efil, İ. (1999). İşletmelerde yönetim ve organizasyon (6. bs.) [Management and organization in business (6th ed.)]. Istanbul: Alfa Publishing
• Elmore, R. F. (2000). Building a new structure for school leadership. Washington: The Albert Shanker Institue.
• Erdem, M. & Uçar, İ. H. (2013). The perception of learning organization in primary education and the effect of learning organization on organizational commitment. Educational Sciences: Theory and Practice, 13(3), 1515-1534.
• Erol, Y. C. (2016). Paylaşılan liderlik, aile katılımı ve okula bağlılık arasındaki ilişki [The relationship among distributed leadership, parental involvement, and school engagemen]. Unpublished master's thesis, Fırat University Institute of Educational Sciences, Elazığ.
• Gronn, P. (2002). Distributed leadership. In Leithwood, K. and Hallinger, P. (Eds), Second International Handbook of Educational Leadership and Administration. Kluwer: Dordrecht.
• Göksoy, S. (2015). Distributed leadership in educational institutions. Journal of Education and Training Studies, 3(4), 110-118.
• Güçlü, N. & Türkoğlu, H. (2003). İlköğretim okullarında görev yapan yönetici ve öğretmenlerin öğrenen organizasyona ilişkin algıları [The perception level as regards learning organizations of the principals and teachers working in primary schools]. The Journal of Turkish Educational Sciences, 1(2), 137-161.
• Güleş, H. (2007). İstanbul ili Bayrampaşa İlçesindeki resmi ilköğretim okulu yönetici ve öğretmenlerinin öğrenen organizasyona ilişkin algıları [Perceptions of formal primary education school administrators and teachers, who work in Bayrampaşa İstanbul district about learning organizations]. Unpublished master's thesis, Yeditepe University Institute of Social Sciences, Istanbul.
• Harris, A. (2004). Distributed leadership for school improvement: Leading or misleading. Educational Management Administration and Leadership, 32(1), 11–24.
• Higgins, M., Ishimaru, A., Holcombe, R. & Fowler, A. (2011). Examining organizational learning in schools: the role of psychological safety, experimentation, and leadership that reinforces learning. Education Change, 13, 67-94.
• Hoy, W. K. & Miskel, C. G. (2008). Educational administration: Theory, research, and practice (8. bs.). New York: McGraw-Hill.
• Jokıc, S., Cosıc, L., Sajfert, Z., Pecujlıja, M. & Pardanjac, M. (2012). Schools as learning organizations: Empirical Study In Serbia. Metalurgia Internatıonal, 17(2), 83-89.
• Karasar, N. (2005). Bilimsel araştırma yöntemi, kavramlar, ilkeler, teknikler [Scientific research method, concepts, principles, techniques]. Istanbul: Nobel Publications.
• Kılıç, F. (2009). Perception levels of secondary education school directors and teachers related to learning organization (sample of Bolu province). Published master's thesis, Abant Izzet Baysal University, Bolu.
• Korkmaz, E. (2010). Primary school administrators' level of sharing leadership behavior (İzmit sample). Unpublished master's thesis, Sakarya University Institute of Social Sciences, Sakarya.
• Korkmaz, E. & Gündüz H. B. (2010). Indicating levels of distributive leadership behaviours of primary school principals. KALEM International Journal of Educational and Human Sciences, 1(1), 123- 153.
• Küçük, F. (2008). The effects of team work on innovation in institutions. Public-Business Journal, 11(1), 167-182.
• Middlewood, D., Parker, R. & Beere, J. (2005). Creating a learning school. London: A Sage Publications Company.
• Özer, N. & Beycioğlu, K. (2013). The development, validity and reliability study of distributed leadership scale. Elementary Education Online. 12(1), 77-86.
• Senge, P. M. (1990). The fifth discipline, the art and practice of the learning organization. New York: Currency Doubleday.
• Senge, P. (2002). Fifth discipline. (A. İldeniz & A. Doğukan. Trans.). Istanbul: Yapi Kredi Publications.
• Silins, H. & Mulford, B. (2002). Schools as learning organizations: the case for system, Teacher and Student Learning. Educational Administration, 40, 425-446.
• Spillane, J. P. (2005). Distributed leadership. The Educational Forum, 69(2), 143-150.
• Spillane, J. P., Diamond, J. B., Sherer, J. S. & Coldren, A. F. (2005). Distributing leadership. In M. J. Coles & G.Southworth (Eds.). Developing leadership: Creating the schools of tomorrow. (37-49) Berkshire: Open University Press.
• Subaş, A. (2010). Perception of class and branch teachers working in the primary schools about learning school. Unpublished master's thesis, Marmara University,Istanbul.
• Şahin, M., Uğur, C., Dinçel S., Balıkçı A. & Karadağ, E. (2014). Dağıtımcı liderlik ölçeği’nin Türkçe'ye uyarlanması, dil geçerliği ve ön psikometrik incelenmesi [The adaptation of distributed leadership inventory to Turkish language, language validity and pre-psychometric investigation]. Journal of Educational Policy Analysis, 3(2), 19-30.
• Şarbay, B. (2019). Okullarda öğretmenlerin paylaşılan liderlik algıları ile psikolojik sermayeleri arasındaki ilişki [The relationship between teachers' shared leadership perceptions at schools and psychological capitals]. Unpublished master's thesis, Uşak University Institute of Social Sciences, Uşak.
• Şimşek, M. Ş. & Kıngır, S. (2006) Çağdaş yönetim araçlarından seçmeler [Selection from contemporary management tools]. Ankara: Nobel Publication Distribution.
• Töremen, F. (1999). Devlet liselerinde ve özel liselerde örgütsel öğrenme ve engelleri [Organization learning and difficulties in governement and private high schools]. Published PhD thesis, Fırat University Institute of Social Sciences, Elazığ.
• Uğurlu, C. T., Doğan, S. & Yiğit, Y. (2014). Validity and reliability study of learning school scale. The Journal of Turkish Educational Sciences, 12(1), 35-45.
• Yazıcı, S. (2001). Öğrenen örgütler [Learning organizations]. Istanbul: Alfa Publishing.
• Yener, S. (2014). Özel ortaöğretim kurumlarında paylaşılan liderlik davranışı ve işten ayrılma niyeti arasındaki ilişkide psikolojik güvenlik algısının aracı değişken ilişkisinin araştırılması [The study of mediation effect of psychological safety on the relation between distributed leadership and turnover intention in private secondary schools]. Published PhD thesis, Haliç University Institute of Social Sciences, İstanbul.
• Yılmaz, İ. A. (2013). İlköğretim öğretmenlerinin paylaşılan liderliğe yönelik algıları [Perceptions of primary school teachers on shared leadership]. Unpublished master's thesis, Dokuz Eylul University, Institute of Educational Sciences, Izmir.
• Yıldız, H. (2011). Kamu ve özel ilköğretim okullarında çalışan öğretmenlerin öğrenen örgüte ilişkin algıları: Balıkesir ili örneği [Perceptions of teachers working in public and private primary schools about the learning organization: The case of Balikesir province]. Unpublished master's thesis, Balikesir University Institute of Social Sciences, Balikesir.
• Yiğit, Y. (2013). Bazı değişkenlere göre okul yöneticileri ve öğretmenlerin bilgi yönetimi tutumları ile öğrenen okul algıları arasındaki ilişki [The relationship between school administrators and teachers 'knowledge management attitudes and learners' perceptions of school according to some variables]. Unpublished master's thesis, Cumhuriyet University Institute of Educational Sciences, Sivas.
• Wood, M. S. (2005). Determinants of shared leadership in management teams. International Journal of Leadership Studies, 1(1), 64-85.