KOÇLUK TEMELLİ OKUL LİDERLİĞİ: EĞİTİMDE OLUMLU DEĞİŞİMİN DESTEKLENMESİ

Yıl 2025, Cilt: 6 Sayı: 2, 217 - 236, 28.12.2025

Nazmiye Akyıldız , Sevda Katıtaş

https://doi.org/10.69643/kaped.1768999

Öz

Günümüzün karmaşık eğitim bağlamlarında, yalnızca yönetim işlevlerini yerine getirmekle kalmayıp öğretmen gelişimini ve olumlu bir öğrenme iklimini de destekleyen okul liderlerine duyulan ihtiyaç giderek artmaktadır. Bu doğrultuda, çalışmada kamu okullarında görev yapan yöneticilerin koçluk yaklaşımına ilişkin görüşlerini incelemek amacıyla temel nitel araştırma deseni kullanılmıştır. Veriler, kartopu örnekleme tekniği ile seçilen 18 okul yöneticisiyle gerçekleştirilen yarı yapılandırılmış görüşmeler aracılığıyla toplanmıştır. Bulgular, okul yöneticilerinin koçluk yaklaşımını benimsemelerinin kişisel deneyimler, mesleki eğitimler ile çeşitli içsel ve dışsal etkenlerin bir bileşimi tarafından şekillendiğini ortaya koymuştur. Ayrıca yöneticiler, koçluk temelli liderlik uygulamalarının okul yaşamının çeşitli yönleri üzerinde olumlu etkiler yarattığını bildirmiştir. Bu etkiler arasında öğretmen performansı ve mesleki gelişimde ilerlemeler, öğrencilerin akademik başarılarının yanı sıra sosyal ve duygusal gelişimlerinin desteklenmesi, daha olumlu bir okul iklimi, öğretmenlerle güçlenen ilişkiler, okul içi iletişim ve iş birliğinde etkinlik artışı, öğrenci motivasyonu ve katılımında yükselme, liderlik kapasitesinin ve kişisel gelişimin güçlenmesi ile daha kapsayıcı ve etkili karar alma süreçleri yer almaktadır. Araştırma bulgularına dayanarak, okul yöneticilerinin koçluk rollerini daha etkin biçimde yerine getirmelerine olanak tanıyacak kapsamlı öneriler geliştirilmiştir.

Anahtar Kelimeler

Koçluk , Yönetici koçluğu , Okul yöneticisi , Okul liderliği

Etik Beyan

Bu çalışma için Yıldız Teknik Üniversitesi Bilimsel Araştırma ve Yayın Etik Kurulu'ndan 04.03.2025 tarihli ve 2025.03 numaralı karar ile etik kurul onayı alınmıştır.

SCHOOL LEADERSHIP THROUGH COACHING: SUPPORTING POSITIVE CHANGE IN EDUCATION

Öz

In today’s complex educational contexts, there is an increasing need for school leaders who not only manage but also support teacher growth and a positive learning climate. In this context, a basic qualitative research design was employed to examine the views of administrators working in public schools in Türkiye regarding the coaching approach. Data were collected through semi-structured interviews with 18 school administrators selected via snowball sampling. The findings indicated that school administrators’ adoption of the coaching approach was shaped by a combination of personal experiences, professional training, and a range of internal and external influences. Furthermore, administrators reported that the implementation of coaching-based leadership had a positive impact on various aspects of school life, including improvements in teacher performance and professional growth, enhanced student academic achievement as well as social and emotional development, a more supportive school climate, strengthened relationships with teachers, more effective communication and collaboration within the school, increased student motivation and participation, the development of leadership capacities and personal growth, and more inclusive and effective decision-making practices. Based on the research findings, comprehensive recommendations were developed to enable school administrators to more effectively fulfill their coaching roles

Anahtar Kelimeler

Coaching , Executive coaching , School administrator , School leadership

Etik Beyan

Ethics committee approval was obtained for this study from the Yıldız Technical University, Scientific Research and Publication Ethics Committee, with its decision dated 04/03/2025 and numbered 2025.03.

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