Investigation of the Effects of School Principals' Instructional Leadership Behaviors on Teachers' Self-Efficacy According to Teachers' Views

Öz

The aim of this study is to determine the relationship between school administrators' instructional leadership levels and teachers' self-efficacy perception levels according to teachers' views. 334 teachers working in primary and secondary schools participated in the research carried out with the correlational survey method. In this study, the MANOVA test was used to examine the views on the sub-dimensions of the scales according to the variables and Pearson correlation was used. Also multiple regression analysis was used to determine the level of the relationship. When the results obtained from the research were evaluated in terms of teachers' self-efficacy perceptions, it was seen that there was no significant difference between the groups in terms of gender and age variables. However, it was observed that there was a significant difference between the groups in terms of school type and seniority variables (p<.05). When the results of the research on the instructional leadership scale were examined, it was concluded that there was no significant difference between the groups in terms of seniority variable (p.>05), but there was a significant difference in sub-dimensions in terms of gender, school type and age variables. When the Pearson correlation results of this study were examined, it was concluded that there were relations at different levels in terms of various variables. The results of multiple linear regression analysis also showed that there is a significant relationship (R=.217; R2= .047) between instructional leadership sub-dimensions and teacher self-efficacy. It was concluded that three sub-dimensions explained 4.7% of teachers' self-efficacy.

Anahtar Kelimeler

• Instructional Leadership
• Self-efficacy
• School Principals
• Teachers.

Kaynakça

1. Aslan, M., & Kalkan, H. (2018). Öğretmenlerin özyeterlik algilarinin analizi [Analysis of teachers' self-efficacy perceptions]. Bingöl Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(16), 477-493.
2. Balcı, S., & Ahi, B. (2017). SPSS kullanma kılavuzu SPSS ile adım adım veri analizi [SPSS user guide Step-by-step data analysis with SPSS]. Anı Yayıncılık.
3. Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1-26.
4. Brolund, L. (2016). Student success through instructional leadership. BU Journal of Graduate Studies in Education, 8(2), 42-45.
5. Bursalıoğlu, Z. (2000). Eğitimde yönetimi anlamak sistemi çözümlemek [Understanding management in education, analyzing the system]. Pegem A Yayıncılık.
6. Camgöz, A., Yıldırım, D., & Kahya, H. (2022). Türkiye’de ilkokul düzeyinde öğretim liderliği konusunda yazılmış lisansüstü tezlerin incelenmesi [Examination of postgraduate theses on teaching leadership at primary school level in Turkey]. Journal of Social, Humanities and Administrative Sciences, 8(57), 1362-1376.
7. Can, A. (2017). SPSS ile bilimsel araştırma sürecinde nicel veri analizi [Quantitative data analysis in the scientific research process with SPSS]. PegemA Yayınları.
8. Çapa, Y., Çakıroğlu, J., & Sarıkaya, H. (2005). Öğretmen özyeterlik ölçeği Türkçe uyarlamasının geçerlik ve güvenirlik çalışması [The validity and reliability study of the Turkish adaptation of the teacher self-efficacy scale]. Eğilim ve Bilim, 30(137), 74-81.

9. Hosseingholizadeh, R., Amrahia, A., & El-Farrb, H. (2020). Instructional leadership, and teacher’s collective efficacy, commitment, and professional learning in primary schools: a mediation model. Professional Development In Education, 2, 1-18.
10. Karasar, N. (2011). Bilimsel araştırma yöntemleri [Scientific research methods]. Nobel Yayınları. Kiraz, Z. (2021). Öğretmenlerin bakış açısından okul yöneticilerinin öğretimsel liderlik yeterliklerinin değerlendirilmesi [Evaluation of instructional leadership competencies of school administrators from the perspective of teachers]. Yaşadıkça Eğitim, 36(1), 198-216.
11. Korkut, K., & Babaoğlan, E. (2012). Sınıf öğretmenlerinin öz yeterlik inançları [Self-efficacy beliefs of classroom teachers]. Uluslararası Yönetim İktisat ve İşletme Dergisi, 8(16), 269-282.
12. Liaquat, A. Shafiq, F. Majid, R., & Ejaz, S. (2021). Teachers' teaching efficiency and performance impacted by school principals' instructional leadership. Bulletin of Business and Economics, 10(3), 56-64.
13. Ma, X., & Marion, R. (2021). Exploring how instructional leadership affects teacher efficacy: A multilevel analysis. Educational Management Administration & Leadership, 49(1), 188–207.
14. Marks, M., & Printy, M. (2003). Principal leadership and school performance: An integration of transformational and instructional leadership. Educational Administration, 39, 370-397.
15. Oğuzer, A. Y., & Özkan, P. (2022). Educational leadership perceptions of teachers working in Anatolian High Schools towards the principals of the institutions they work in. Journal of Social Research and Behavioral Sciences, 8(17), 543-582.
16. Ovando, M. N., & Jr Ramirez, A. (2007). Principals’ instructional leadership within a teacher performance appraisal system: enhancing students’ academic success. J Pers Eval Educ., 20, 85–110.
17. Özdemir, N. (2020). Principals as instructional leaders: observation of Turkish and Math instruction in lower secondary schools in Turkey. Inquiry in Education, 12(1), 1-18.
18. Paglis, L. L., & Green, S. G. (2002). Leadership self-efficacy and managers’ motivation for leading change. Journal of Organizational Behavior, 23, 215-235.
19. Ramchunder, Y., & Martins, N. (2014). The role of self-efficacy, emotional intelligence and leadership style as attributes of leadership effectiveness. SA Journal of Industrial Psychology, 40, 1-11.
20. Şişman, M. (2002). Öğretim liderliği [Instructional leadership]. Pegem Yayıncılık.
21. Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistic. Pearson Education, Inc.
22. Tatlılıoğlu, K., & Okyay, E. O. (2012). Özel eğitim okul müdürlerinin ve öğretmenlerin öğretim liderliği rolleri (Gaziantep örneği) [Instructional leadership roles of special education school principals and teachers (Gaziantep example)]. Turkish Studies, 7(2), 1045-1061.
23. Tschannen-Moran, M., & Wnolfolk-Hoy, A. (2001). Teacher effıcacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805.
24. Tschannen-Moran, M., & Gareis, C. R. (2004). Principals’ sense of efficacy. Journal of Educational Administration, 42, 573-585.
25. Uysal, İ., & Kılıç, A. F. (2022). Normal distribution dilemma. Anadolu Journal of Educational Sciences International, 12(1), 220-248.
26. Yılmaz, E., & Kurşun, A. T. (2015). Okul müdürlerinin öğretimsel liderlik davranışları ile öğretmenlerin akademik iyimserlik düzeyleri arasındaki ilişki [The relationship between the instructional leadership behaviors of school principals and the academic optimism levels of teachers]. Çağdaş Yönetim Bilimleri Dergisi, 1(1), 35-48.