Öğrenme merkezli liderliğin öğretmen özerkliğine etkisinde öğretmen profesyonelizmin aracılık rolü
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Tarih
2023
Yazarlar
Kurtuluş, Şevval İlkay
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Siirt Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı, öğrenme merkezli liderliğin öğretmen özerkliğine etkisinde öğretmen profesyonelizmin aracılık rolünü belirlemektir. Bu amaç doğrultusunda araştırmada nicel yöntem takip edilmiş olup ilişkisel tarama modeli tercih edilmiştir. Araştırmanın örneklem grubunu Diyarbakır ili Silvan ilçesindeki ilkokul ve ortaokul kurumlarında görev yapmakta olan 401 öğretmen oluşturmaktadır. Araştırmada veri toplama aracı olarak ''Öğrenme Merkezli Liderlik Ölçeği'', ''Öğretmen Özerkliği Ölçeği'' ve ''Öğretmen Profesyonelizm Ölçeği'' kullanılmıştır. Verilerin analizinde betimsel istatistikler, Pearson korelâsyon katsayısı, t-testi ve varyans analizleri yapılmış, regreasyon anallizi de uygulanmıştır. Araştırma modelinin test edilmesi için AMOS 16.0 programı kullanılmıştır. Araştırmada yapılan analiz sonucunda öğrenme merkezli liderlik algı düzeyi orta düzeyin üzerinde olduğu sonucuna ulaşılmıştır. Öğretmenlerin öğrenme merkezli liderliğe ilişkin algıları demografik özelliklerden cinsiyet ve mesleki kıdem değişkenine göre anlamlı yönde farklılaşırken öğrenim durumu ve okul kademesi değişkenine göre anlamlı farklılaşma olmadığı sonucu belirlenmiştir. Öğretmenlerin özerkliğe dair algı düzeyleri orta düzeyin üzerinde olduğu belirlenmiştir. Öğretmenlerin öğretmen özerliğine ilişkin algıları demografik özelliklerden cinsiyet ve mesleki kıdeme göre anlamlı farklılık oluşturduğu belirlenirken okul kademesi ve öğrenim durumuna göre anlamlı yönde değişiklik oluşturmadığı belirlenmiştir. Öğretmenlerin öğretmen profesyonelizmine ilişkin algıları orta düzeyin üzerinde tespit edilmiştir. Öğretmenlerin öğretmen profesyonelizmine ilişkin algıları demografik özelliklerden cinsiyet, öğrenim ve mesleki kıdem değişkenine göre anlamlı yönde farklılaştığı tespit edilmiş ancak okul kademesine göre anlamlı yönde farklılaşma olmadığı belirlenmiştir. Öğretmenlerin öğrenme merkezli liderlik algıları ile öğretmen özerkliği algıları arasında yüksek düzeyde pozitif ve anlamlı bir yordama olduğu; öğretmenlerin öğretmen özerkliği algıları ile öğretmen profesyonelizm algıları arasında ise yüksek düzeyde pozitif ve anlamlı bir yordama olduğu; öğretmenlerin öğrenme merkezli liderlik algıları ile öğretmen profesyonelizm algıları arasında yüksek düzeyde pozitif ve anlamlı bir yordama olduğu sonucuna ulaşılmıştır. Öğrenme merkezli liderliğin öğretmen özerkliğine etkisinde öğretmen profesyonelizmin aracılık rolü üstlendiği yönünde sonuç tespit edilmiştir.
The purpose of this research is to determine the mediating role of teacher professionalism in the effect of learning-centered leadership on teacher autonomy. For this purpose, the quantitative method was followed in the research and the relational survey model was preferred. The sample group of the research consists of 401 teachers working in primary and secondary schools in Silvan district of Diyarbakır province. "Learning Centered Leadership Scale", "Teacher Autonomy Scale" and "Teacher Professionalism Scale" were used as data collection tools in the research. In the analysis of the data, descriptive statistics, Pearson correlation coefficient, t-test and variance analysis were performed, and regression analysis was also applied. AMOS 16.0 program was used to test the research model. As a result of the analysis made in the research, it was concluded that the learning-centered leadership perception level is above the medium level. While teachers' perceptions of learning-centered leadership differed significantly according to demographic characteristics, gender and professional seniority variable, it was determined that there was no significant difference according to education status and school level variable. It has been determined that teachers' perception levels of autonomy are above the medium level. While it was determined that teachers' perceptions of teacher autonomy made a significant difference according to demographic characteristics, gender and professional seniority, it was determined that there was no significant change according to school level and educational status. Teachers' perceptions of teacher professionalism were found to be above the medium level. It was determined that teachers' perceptions of teacher professionalism differed significantly according to demographic characteristics, gender, education and professional seniority, but it was determined that there was no significant difference according to school level. It was found that there is a high level of positive and significant relationship between teachers' perceptions of learning-centered leadership and their perceptions of teacher autonomy; there is a high level of positive and significant relationship between teachers' perceptions of teacher autonomy and their perceptions of teacher professionalism; It was concluded that there is a high level of positive and significant relationship between teachers' perceptions of learning-centered leadership and their perceptions of teacher professionalism. It has been determined that teacher professionalism plays a mediating role in the effect of learning-centered leadership on teacher autonomy.
The purpose of this research is to determine the mediating role of teacher professionalism in the effect of learning-centered leadership on teacher autonomy. For this purpose, the quantitative method was followed in the research and the relational survey model was preferred. The sample group of the research consists of 401 teachers working in primary and secondary schools in Silvan district of Diyarbakır province. "Learning Centered Leadership Scale", "Teacher Autonomy Scale" and "Teacher Professionalism Scale" were used as data collection tools in the research. In the analysis of the data, descriptive statistics, Pearson correlation coefficient, t-test and variance analysis were performed, and regression analysis was also applied. AMOS 16.0 program was used to test the research model. As a result of the analysis made in the research, it was concluded that the learning-centered leadership perception level is above the medium level. While teachers' perceptions of learning-centered leadership differed significantly according to demographic characteristics, gender and professional seniority variable, it was determined that there was no significant difference according to education status and school level variable. It has been determined that teachers' perception levels of autonomy are above the medium level. While it was determined that teachers' perceptions of teacher autonomy made a significant difference according to demographic characteristics, gender and professional seniority, it was determined that there was no significant change according to school level and educational status. Teachers' perceptions of teacher professionalism were found to be above the medium level. It was determined that teachers' perceptions of teacher professionalism differed significantly according to demographic characteristics, gender, education and professional seniority, but it was determined that there was no significant difference according to school level. It was found that there is a high level of positive and significant relationship between teachers' perceptions of learning-centered leadership and their perceptions of teacher autonomy; there is a high level of positive and significant relationship between teachers' perceptions of teacher autonomy and their perceptions of teacher professionalism; It was concluded that there is a high level of positive and significant relationship between teachers' perceptions of learning-centered leadership and their perceptions of teacher professionalism. It has been determined that teacher professionalism plays a mediating role in the effect of learning-centered leadership on teacher autonomy.
Açıklama
Sosyal Bilimler Enstitüsü, Eğitim Bilimleri Ana Bilim Dalı, Eğitim Yönetimi Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
