Araştırma Makalesi
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SUCCESSFUL SCHOOL LEADERSHIP SCALE (SSLS): A VALIDITY AND RELIABILITY

Yıl 2022, Cilt: 51 Sayı: 235, 2447 - 2464, 15.08.2022
https://doi.org/10.37669/milliegitim.909081

Öz

This study aims to develop a valid and reliable measurement tool that will enable the evaluation of successful school leadership practices from the teachers' perspective. The items of scale has been based on successful school leadership practices reviewed in the related articles. The initial form of the scale, which was formed with expert opinions and pre-applications within the scope of the study, was used to collect the data to test the construct validity of the scale. A total of 459 participants, 249 teachers in the exploratory factor analysis and 210 teachers in the confirmatory factor analysis, were included in the study. 66.816% of the total variance rate explained via the exploratory factor analysis. After the confirmatory factor analysis, the fit values of the model were calculated as χ² / sd = 2.278, CFI = .95, GFI = .90, AGFI = .86, RMSEA = .078, SRMR = .041, RMR = .032, NNFI = .94, NFI. = .91. Cronbach Alpha reliability value was calculated as .95. The findings show that the scale consists of 13 items and a single factor. Research results indicate that Successful School Leadership Scale (SSLS) is a valid and reliable measurement tool that can be used to determine the successful school leadership levels of principals working in primary, secondary and high schools.

Kaynakça

  • Altun, S. A. (2011). Başarılı ilköğretim okulu müdürlerinin zaman yönetimi stratejileri. Kuram ve Uygulamada Eğitim Yönetimi, 4(4), 491-507.
  • Bass, B. M., Avolio, B. J., Jung, D. I., & Berson, Y. (2003). Predicting unit performance by assessing transformational and transactional leadership. Journal of Applied Psychology, 88(2), 207-218.
  • Bush, T. (2021). Assessing successful school leadership: What do we know?. Educational Management Administration & Leadership, 49(5), 687–689. https://doi.org/10.1177/17411432211034675
  • Can, A. (2013). SPSS ile nicel veri analizi. Ankara: Pegem
  • Çelik, H. E. ve Yılmaz, V. (2013). Yapısal eşitlik modellemesi. Ankara: Anı.
  • Cemaloğlu, N. ve Duran, A. (2020). Fark yaratan başarılı okul müdürleri. Ankara: Pegem Akademi
  • Davis, M. W. (2009). Distributed leadership and school performance (Doctoral dissertation, The George Washington University).
  • Day, C. (2007). What Being a Successful Principal Really Means: An International Perspective. Educational Leadership and Administration: Teaching and Program Development, 19, 13-24.
  • Dinham, S. (2005). Principal leadership for outstanding educational outcomes. Journal of Educational Administration, 43(4), 338-356.
  • Duran, A., & Cemaloğlu, N. (2020). Başarılı Okul Müdürü Kimliği Üzerine Fenomenolojik Bir Analiz: Alandan Sesler. Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi, 2(1), 12-39.
  • Elmore, R. F. (2000). Building a new structure for school leadership. Albert Shanker Institute.
  • Erkuş, A. (2016). Psikolojide ölçme ve ölçek geliştirme. Ankara: Pegem Akademi
  • Gordon, Z. V. (2005). The effect of distributed leadership on student achievement (Doctoral dissertation, Central Connecticut StateUniversity, 2005). Dissertation Abstracts International.
  • Gurr, D., & Drysdale, L. (2007). Models of successful principal leadership: Victorian case studies. In Successful principal leadership in times of change (pp. 39-58). Springer, Dordrecht.
  • Gurr, D., Drysdale, L. & Mulford, B. (2005). Successful principal leadership: Australian case studies. Journal of Educational Administration, 43(6), 539-551.
  • Gürbüz, R., Erdem, E., & Yıldırım, K. (2013). Başarılı okul müdürlerinin özellikleri. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, (20), 167-179.
  • Hallinger, P. (2003) Leading educational change: Reflections on the practice of instructional and transformational leadership. Cambridge Journal of Education 33(3): 329–352.
  • Hallinger, P. (2011). Leadership for learning: Lessons from 40 years of empirical research. Journal of educational administration, 49(2), 125-142.
  • Hallinger, P., Bickman, L., & Davis, K. (1996). School context, principal leadership, and student reading achievement. The Elementary School Journal, 96(5), 527-549.
  • Hallinger, P., Gümüş, S., & Bellibaş, M. Ş. (2020). 'Are principals instructional leaders yet?'A science map of the knowledge base on instructional leadership, 1940–2018. Scientometrics, 122(3), 1629-1650.
  • 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. The Elementary School Journal, 86(2), 217-247.
  • 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.
  • Heck, R. H., Larsen, T. J., & Marcoulides, G. A. (1990). Instructional leadership and school achievement: Validation of a causal model. Educational Administration Quarterly, 26(2), 94-125
  • Helvacı, M. A., & Aydoğan, İ. (2011). Etkili okul ve etkili okul müdürüne ilişkin öğretmen görüşleri. Uşak Üniversitesi Sosyal Bilimler Dergisi, 4(2), 41-60.
  • Henson, R. K., & Roberts, J. K. (2006). Use of exploratory factor analysis in published research. Educational and Psychological Measurement, 66(3), 393–416. doi:10.1177/0013164405282485
  • Hıdıroğlu, Y. Ö., & Hıdıroğlu, Ç. N. (2014). Başarılı bir ortaokulda okul müdürünün çok faktörlü liderlik vasıflarının araştırılması (Şanlıurfa/Siverek örneği). Adnan Menderes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 1(4), 1-15.
  • Hulpia, H., Devos, G., & Rosseel, Y. (2009). Development and validation of scores on the distributed leadership inventory. Educational and Psychological Measurement, 69(6), 1013-1034.
  • Hulpia, H., Devos, G., Rosseel, Y., & Vlerick, P. (2012). Dimensions of distributed leadership and the impact on teachers' organizational commitment: A study in secondary education. Journal of Applied Social Psychology, 42(7), 1745-1784.
  • İlhan, M. ve Çetin, B. (2014). LISREL ve AMOS programları kullanılarak gerçekleştirilen yapısal eşitlik modeli (YEM) analizlerine ilişkin sonuçların karşılaştırılması. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi, 5(2), 26-42.
  • Karagöz, Y. (2019). SPSS-AMOS-META Uygulamalı İstatistiksel Analizler (2. Basım). Ankara: Nobel
  • Leithwood, K. (2017). The Ontario Leadership Framework: Successful School Leadership Practices and Personal Leadership Resources. How School Leaders Contribute to Student Success (pp. 31-43). Springer, Cham.
  • Leithwood, K., Harris, A., & Hopkins, D. (2008). Seven strong claims about successful school leadership. School Leadership & Management, 28(1), 27–42. doi:10.1080/13632430701800060
  • Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5-22.
  • Leithwood, K., Patten, S., & Jantzi, D. (2010). Testing a conception of how school leadership influences student learning. Educational Administration Quarterly, 46(5), 671-706.
  • Leithwood. K. A., & Riehl, C (2003). What we know about successful school leadership. Philadelphia, PA: Laboratory for Student Success. Temple University.
  • Leithwood, K., Sun, J., & Pollock, K. (Eds.). (2017). How school leaders contribute to student success: The four paths framework (Vol. 23). Springer.
  • Louis, K. S., Leithwood, K., Wahlstrom, K. L., & Anderson, S. E. (2010). Investigating the links to improved student learning: Final report of research findings. Minneapolis, MN: University of Minnesota and Ontario Institute for Studies in Education/University of Toronto.
  • Marks, H.M. & Printy, S.M. (2003) Principal leadership and school performance: An integration of transformational and instructional leadership. Educational Administration Quarterly, 39(3), 370–397.
  • Moolenaar, N. M., Daly, A. J., & Sleegers, P. J. (2010). Occupying the principal position: Examining relationships between transformational leadership, social network position, and schools’ innovative climate. Educational Administration Quarterly, 46(5), 623-670.
  • O'Donnell, R. J., & White, G. P. (2005). Within the accountability era: Principals' instructional leadership behaviors and student achievement. NASSP Bulletin, 89(645), 56-71.
  • Robinson, V. M., Hohepa, M., & Lloyd, C. (2007). School leadership and student outcomes: Identifying what works and why (Vol. 41). Winmalee: Australian Council for Educational Leaders.
  • Robinson, V. M., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational administration quarterly, 44(5), 635-674.
  • Santos, J. R. A. (1999). Cronbach's alpha: A tool for assessing the reliability of scales. The Journal of Extension, 37(2).
  • Seçer, İ. (2015). Spss ve Lisrel ile pratik veri analizi. Ankara: Anı Yayıncılık
  • Smith, L. M. (2007). Study of teacher engagement in four dimensions of distributed leadership in one school district in Georgia.
  • Tabachnick, B. G. & Fidell, L. S. (2014). Using multivariate statistics (Sixth Edition). USA: Pearson.
  • Tavşancıl, E. (2014). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel
  • Tezbaşaran, A. A. (2008). Likert tipi ölçek hazırlama kılavuzu (e-kitap). Web: https://www.academia.edu/1288035/ Erişim tarihi: 20.10.2018
  • Witziers, B., Bosker, R. J., & Krüger, M. L. (2003). Educational leadership and student achievement: The elusive search for an association. Educational administration quarterly, 39(3), 398-425.
  • Yurdugül, H. (2005). Ölçek geliştirme çalışmalarında kapsam geçerliği için kapsam geçerlik indekslerinin kullanılması. XIV. Ulusal Eğitim Bilimleri Kongresi. Denizli: Pamukkale Üniversitesi Eğitim Fakültesi

BAŞARILI OKUL LİDERLİĞİ ÖLÇEĞİ (BAŞOL): BİR GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI

Yıl 2022, Cilt: 51 Sayı: 235, 2447 - 2464, 15.08.2022
https://doi.org/10.37669/milliegitim.909081

Öz

Bu araştırmada, öğretmenlerin gözünden başarılı okul liderliği uygulamalarının değerlendirmesini sağlayacak geçerli ve güvenilir bir ölçme aracı geliştirilmesi amaçlanmıştır. Madde havuzunun oluşturulmasında başarılı okul liderliği uygulamalarının bir araya getirildiği makaleler temel alınmıştır. Çalışma kapsamında alınan uzman görüşleri ve ön uygulamalarla oluşan form, ölçeğin yapı geçerliğini test etmek için gerekli verilerin toplanmasında kullanılmıştır. Açımlayıcı faktör analizinde 249, doğrulayıcı faktör analizinde 210 öğretmen olmak üzere toplam 459 katılımcı araştırmaya dâhil edilmiştir. Açımlayıcı faktör analizi sonucunda açıklanan toplam varyans oranının % 66.816; doğrulayıcı faktör analizi sonucunda ise modelim uyum değerlerinin χ²/sd=2.278, CFI=.95, GFI=.90, AGFI=.86, RMSEA=.078, SRMR=.041, RMR=.032, NNFI=.94, NFI=.91 olduğu görülmüştür. Cronbach Alpha güvenirlik değeri .95 olarak hesaplanmıştır. Analizler sonunda 13 madde ve tek faktörden oluşan bir ölçek elde edilmiştir. Araştırma sonuçları, Başarılı Okul Liderliği Ölçeği’nin (BAŞOL) ilkokul, ortaokul ve lisede görev yapan müdürlerin başarılı okul liderliği düzeylerini belirlemede kullanılabilecek geçerli ve güvenilir bir ölçme aracı olduğunu göstermektedir.

Kaynakça

  • Altun, S. A. (2011). Başarılı ilköğretim okulu müdürlerinin zaman yönetimi stratejileri. Kuram ve Uygulamada Eğitim Yönetimi, 4(4), 491-507.
  • Bass, B. M., Avolio, B. J., Jung, D. I., & Berson, Y. (2003). Predicting unit performance by assessing transformational and transactional leadership. Journal of Applied Psychology, 88(2), 207-218.
  • Bush, T. (2021). Assessing successful school leadership: What do we know?. Educational Management Administration & Leadership, 49(5), 687–689. https://doi.org/10.1177/17411432211034675
  • Can, A. (2013). SPSS ile nicel veri analizi. Ankara: Pegem
  • Çelik, H. E. ve Yılmaz, V. (2013). Yapısal eşitlik modellemesi. Ankara: Anı.
  • Cemaloğlu, N. ve Duran, A. (2020). Fark yaratan başarılı okul müdürleri. Ankara: Pegem Akademi
  • Davis, M. W. (2009). Distributed leadership and school performance (Doctoral dissertation, The George Washington University).
  • Day, C. (2007). What Being a Successful Principal Really Means: An International Perspective. Educational Leadership and Administration: Teaching and Program Development, 19, 13-24.
  • Dinham, S. (2005). Principal leadership for outstanding educational outcomes. Journal of Educational Administration, 43(4), 338-356.
  • Duran, A., & Cemaloğlu, N. (2020). Başarılı Okul Müdürü Kimliği Üzerine Fenomenolojik Bir Analiz: Alandan Sesler. Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi, 2(1), 12-39.
  • Elmore, R. F. (2000). Building a new structure for school leadership. Albert Shanker Institute.
  • Erkuş, A. (2016). Psikolojide ölçme ve ölçek geliştirme. Ankara: Pegem Akademi
  • Gordon, Z. V. (2005). The effect of distributed leadership on student achievement (Doctoral dissertation, Central Connecticut StateUniversity, 2005). Dissertation Abstracts International.
  • Gurr, D., & Drysdale, L. (2007). Models of successful principal leadership: Victorian case studies. In Successful principal leadership in times of change (pp. 39-58). Springer, Dordrecht.
  • Gurr, D., Drysdale, L. & Mulford, B. (2005). Successful principal leadership: Australian case studies. Journal of Educational Administration, 43(6), 539-551.
  • Gürbüz, R., Erdem, E., & Yıldırım, K. (2013). Başarılı okul müdürlerinin özellikleri. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, (20), 167-179.
  • Hallinger, P. (2003) Leading educational change: Reflections on the practice of instructional and transformational leadership. Cambridge Journal of Education 33(3): 329–352.
  • Hallinger, P. (2011). Leadership for learning: Lessons from 40 years of empirical research. Journal of educational administration, 49(2), 125-142.
  • Hallinger, P., Bickman, L., & Davis, K. (1996). School context, principal leadership, and student reading achievement. The Elementary School Journal, 96(5), 527-549.
  • Hallinger, P., Gümüş, S., & Bellibaş, M. Ş. (2020). 'Are principals instructional leaders yet?'A science map of the knowledge base on instructional leadership, 1940–2018. Scientometrics, 122(3), 1629-1650.
  • 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. The Elementary School Journal, 86(2), 217-247.
  • 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.
  • Heck, R. H., Larsen, T. J., & Marcoulides, G. A. (1990). Instructional leadership and school achievement: Validation of a causal model. Educational Administration Quarterly, 26(2), 94-125
  • Helvacı, M. A., & Aydoğan, İ. (2011). Etkili okul ve etkili okul müdürüne ilişkin öğretmen görüşleri. Uşak Üniversitesi Sosyal Bilimler Dergisi, 4(2), 41-60.
  • Henson, R. K., & Roberts, J. K. (2006). Use of exploratory factor analysis in published research. Educational and Psychological Measurement, 66(3), 393–416. doi:10.1177/0013164405282485
  • Hıdıroğlu, Y. Ö., & Hıdıroğlu, Ç. N. (2014). Başarılı bir ortaokulda okul müdürünün çok faktörlü liderlik vasıflarının araştırılması (Şanlıurfa/Siverek örneği). Adnan Menderes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 1(4), 1-15.
  • Hulpia, H., Devos, G., & Rosseel, Y. (2009). Development and validation of scores on the distributed leadership inventory. Educational and Psychological Measurement, 69(6), 1013-1034.
  • Hulpia, H., Devos, G., Rosseel, Y., & Vlerick, P. (2012). Dimensions of distributed leadership and the impact on teachers' organizational commitment: A study in secondary education. Journal of Applied Social Psychology, 42(7), 1745-1784.
  • İlhan, M. ve Çetin, B. (2014). LISREL ve AMOS programları kullanılarak gerçekleştirilen yapısal eşitlik modeli (YEM) analizlerine ilişkin sonuçların karşılaştırılması. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi, 5(2), 26-42.
  • Karagöz, Y. (2019). SPSS-AMOS-META Uygulamalı İstatistiksel Analizler (2. Basım). Ankara: Nobel
  • Leithwood, K. (2017). The Ontario Leadership Framework: Successful School Leadership Practices and Personal Leadership Resources. How School Leaders Contribute to Student Success (pp. 31-43). Springer, Cham.
  • Leithwood, K., Harris, A., & Hopkins, D. (2008). Seven strong claims about successful school leadership. School Leadership & Management, 28(1), 27–42. doi:10.1080/13632430701800060
  • Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5-22.
  • Leithwood, K., Patten, S., & Jantzi, D. (2010). Testing a conception of how school leadership influences student learning. Educational Administration Quarterly, 46(5), 671-706.
  • Leithwood. K. A., & Riehl, C (2003). What we know about successful school leadership. Philadelphia, PA: Laboratory for Student Success. Temple University.
  • Leithwood, K., Sun, J., & Pollock, K. (Eds.). (2017). How school leaders contribute to student success: The four paths framework (Vol. 23). Springer.
  • Louis, K. S., Leithwood, K., Wahlstrom, K. L., & Anderson, S. E. (2010). Investigating the links to improved student learning: Final report of research findings. Minneapolis, MN: University of Minnesota and Ontario Institute for Studies in Education/University of Toronto.
  • Marks, H.M. & Printy, S.M. (2003) Principal leadership and school performance: An integration of transformational and instructional leadership. Educational Administration Quarterly, 39(3), 370–397.
  • Moolenaar, N. M., Daly, A. J., & Sleegers, P. J. (2010). Occupying the principal position: Examining relationships between transformational leadership, social network position, and schools’ innovative climate. Educational Administration Quarterly, 46(5), 623-670.
  • O'Donnell, R. J., & White, G. P. (2005). Within the accountability era: Principals' instructional leadership behaviors and student achievement. NASSP Bulletin, 89(645), 56-71.
  • Robinson, V. M., Hohepa, M., & Lloyd, C. (2007). School leadership and student outcomes: Identifying what works and why (Vol. 41). Winmalee: Australian Council for Educational Leaders.
  • Robinson, V. M., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational administration quarterly, 44(5), 635-674.
  • Santos, J. R. A. (1999). Cronbach's alpha: A tool for assessing the reliability of scales. The Journal of Extension, 37(2).
  • Seçer, İ. (2015). Spss ve Lisrel ile pratik veri analizi. Ankara: Anı Yayıncılık
  • Smith, L. M. (2007). Study of teacher engagement in four dimensions of distributed leadership in one school district in Georgia.
  • Tabachnick, B. G. & Fidell, L. S. (2014). Using multivariate statistics (Sixth Edition). USA: Pearson.
  • Tavşancıl, E. (2014). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel
  • Tezbaşaran, A. A. (2008). Likert tipi ölçek hazırlama kılavuzu (e-kitap). Web: https://www.academia.edu/1288035/ Erişim tarihi: 20.10.2018
  • Witziers, B., Bosker, R. J., & Krüger, M. L. (2003). Educational leadership and student achievement: The elusive search for an association. Educational administration quarterly, 39(3), 398-425.
  • Yurdugül, H. (2005). Ölçek geliştirme çalışmalarında kapsam geçerliği için kapsam geçerlik indekslerinin kullanılması. XIV. Ulusal Eğitim Bilimleri Kongresi. Denizli: Pamukkale Üniversitesi Eğitim Fakültesi
Toplam 52 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makalesi
Yazarlar

Salih Yılmaz 0000-0002-5890-0699

Neşe Börü 0000-0002-9363-1762

Yayımlanma Tarihi 15 Ağustos 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 51 Sayı: 235

Kaynak Göster

APA Yılmaz, S., & Börü, N. (2022). BAŞARILI OKUL LİDERLİĞİ ÖLÇEĞİ (BAŞOL): BİR GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI. Milli Eğitim Dergisi, 51(235), 2447-2464. https://doi.org/10.37669/milliegitim.909081