Okul yöneticilerinin kamu liderliği davranışları ile öğretmen özerkliği arasındaki ilişkinin incelenmesi
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Tarih
2021
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Siirt Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı, okul yöneticilerinin kamu liderliği davranışları ile öğretmen özerkliği arasındaki ilişkiyi ortaya koymaktır. Araştırma nicel yöntemli olup ilişkisel tarama modelinde tasarlanmıştır. Araştırmada korelasyonel araştırma modeli kullanılmıştır. Araştırmanın evreni 2020- 2021 eğitim ve öğretim yılında Siirt ilinde kamu okullarında görev yapan 4176 öğretmenden oluşmaktadır. Bu evrenden basit seçkisiz yöntem ile seçilen 361 öğretmen araştırmanın örneklemini oluşturmaktadır. Araştırma verileri Tummers ve Knies (2015) tarafından geliştirilen ve Tösten, Çelik Şahin ve Han (2018) tarafından Türkçe'ye uyarlanan Kamu Liderliği Ölçeği ile Çolak (2016) tarafından geliştirilen Öğretmen Özerklik Ölçeği kullanılarak elde edilmiştir. Verilerin analizinde; frekans, ortalama, standart sapma, Anova testi, Kruskal-Wallis H testi, Mann Whitney U testi ve Spearman Korelasyon testi kullanılmıştır. Okul yöneticilerinin kamu liderliği davranışlarının katılıyorum düzeyinde olduğu saptanmıştır. Ayrıca araştırmada, öğretmenlerin özerklik algılarının yüksek olduğu ve en düşük ortalamanın mesleki gelişim özerkliği alt boyutunda olduğu tespit edilmiştir. Araştırmada, öğretmenlerin özerklik düzeylerinin çalışılan okul kademesine göre farklılık gösterdiği; ancak yaş, kıdem ve cinsiyet değişkenleri arasında anlamlı bir fark oluşturmadığı tespit edilmiştir. İlkokul ile lise kademelerinde, öğretmenlerin özerklik algılarının alt boyutlarından olan öğretme süreci özerkliği ve mesleki iletişim özerkliğinde arasında anlamlı bir farklılık gösterdiği saptanmıştır. Buna göre ilkokulda çalışan öğretmenlerin lisede çalışan öğretmenlere nazaran öğretmen özerkliği algılarının daha yüksek düzeyde olduğu belirlenmiştir. Sonuç olarak araştırmada; Okul yöneticilerinin kamu liderliği davranışları ile öğretmen özerkliği arasında pozitif yönde orta düzeyde anlamlı bir ilişki olduğu gibi, benzer şekilde okul yöneticilerinin kamu liderliği davranışlarının tüm alt boyutları ile öğretmen özerkliğinin tüm alt boyutları arasında pozitif yönde bir ilişki bulunmuştur.
The aim of this research is to reveal the relationship between school administrators' public leadership behaviors and teacher autonomy. The research is quantitative method and designed in a relational survey model. The correlational survey model was used in the research. The population of the research consists of 4176 teachers working in public schools in Siirt in the 2020-2021 academic year. 361 teachers selected from the population by simple random method consist the sample of the research. Research data were obtained using the Public Leadership Scale developed by Tummers and Knies (2015) and adapted into Turkish by Tösten, Çelik Şahin and Han (2018) and the Teacher Autonomy Scale developed by Çolak (2016). In the analysis of data; frequency, mean, standard deviation, ANOVA test, Kruskal-Wallis H test, Mann Whitney U test, and Spearman correlation test were used. It was determined that the public leadership behaviors of school administrators were at the level of agree. In addition, in the study, it was determined that teachers' perceptions of autonomy were high and the lowest average was in the sub-dimension of professional development autonomy. In the study, it was found that the autonomy levels of teachers differ in the grade of school they work in; however, it was determined that there was no significant difference with age, seniority and gender. It has been determined that there is a significant difference between the teaching process autonomy and professional communication autonomy, which are sub-dimensions of teachers' autonomy perceptions at primary and high school levels. According to this, it was determined that teachers working in primary school had higher perceptions of teacher autonomy compared to teachers working in high schools. As a result, in the research; A positive, moderately significant relationship was found between school administrators' public leadership behaviors and teacher autonomy, similarly a positive relationship was found between all sub-dimensions of school administrators' public leadership behaviors and all sub-dimensions of teacher autonomy.
The aim of this research is to reveal the relationship between school administrators' public leadership behaviors and teacher autonomy. The research is quantitative method and designed in a relational survey model. The correlational survey model was used in the research. The population of the research consists of 4176 teachers working in public schools in Siirt in the 2020-2021 academic year. 361 teachers selected from the population by simple random method consist the sample of the research. Research data were obtained using the Public Leadership Scale developed by Tummers and Knies (2015) and adapted into Turkish by Tösten, Çelik Şahin and Han (2018) and the Teacher Autonomy Scale developed by Çolak (2016). In the analysis of data; frequency, mean, standard deviation, ANOVA test, Kruskal-Wallis H test, Mann Whitney U test, and Spearman correlation test were used. It was determined that the public leadership behaviors of school administrators were at the level of agree. In addition, in the study, it was determined that teachers' perceptions of autonomy were high and the lowest average was in the sub-dimension of professional development autonomy. In the study, it was found that the autonomy levels of teachers differ in the grade of school they work in; however, it was determined that there was no significant difference with age, seniority and gender. It has been determined that there is a significant difference between the teaching process autonomy and professional communication autonomy, which are sub-dimensions of teachers' autonomy perceptions at primary and high school levels. According to this, it was determined that teachers working in primary school had higher perceptions of teacher autonomy compared to teachers working in high schools. As a result, in the research; A positive, moderately significant relationship was found between school administrators' public leadership behaviors and teacher autonomy, similarly a positive relationship was found between all sub-dimensions of school administrators' public leadership behaviors and all sub-dimensions of teacher autonomy.
Açıklama
Sosyal Bilimler Enstitüsü, Eğitim Bilimleri Ana Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
