The Relationship Between Teacher Leadership, Teacher Professionalism, and Perceived Stress

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dc.contributor.authorKilinc, Ali Cagatay
dc.contributor.authorCemaloglu, Necati
dc.contributor.authorSavas, Gokhan
dc.date.accessioned2024-09-29T16:06:08Z
dc.date.available2024-09-29T16:06:08Z
dc.date.issued2015
dc.departmentKarabük Üniversitesien_US
dc.description.abstractProblem Statement: Teacher leadership has recently attracted the attention of scholars and practitioners due to its promotion of student learning and school improvement. Thus, there is a need for investigating the construct of teacher leadership and its relationship with various organizational and personal variables. Considering the fact that research on teacher leadership is scarce, the present study may serve as an important data source for policy makers in regard to developing high-quality teaching and learning in schools. Purpose of the Study: This study sought to examine the relationships between teacher leadership, teacher professionalism, and perceived stress. Teacher leadership was the dependent variable of the study, whereas teacher professionalism and perceived stress were the independent variables. Method: The present study employed a correlational research model where two independent variables and one dependent variable were used. A total of 302 teachers participated in the study. The Teacher Leadership Scale, Teacher Professionalism Scale, and Perceived Stress Scale were used to gather data. Descriptive statistics, Pearson's product-moment correlation coefficients, and a stepwise multiple-regression analysis were used to analyze the data. Findings: Results indicated that there were positive and significant relationships between teacher professionalism and dimensions of teacher leadership, such as institutional improvement (r = .35, p < .01), professional improvement (r = .36, p < .01), and collaboration among colleagues (r = .20, p < .01). However, there were negative and significant relationships between perceived stress and dimensions of teacher leadership, such as institutional improvement (r = -.28, p < .01), professional improvement (r = -.35, p < .01), collaboration among colleagues (r = -.30, p < .01), and teacher professionalism (r = -.21, p < .01). Professionalism and perceived stress together explained 16% of the total variance in the institutional-improvement dimension, 21% in the professional-improvement dimension, and 11% in the collaboration-among- colleagues dimension. Conclusion and Recommendations: Results confirmed that teacher professionalism and perceived stress were important variables predicting teacher leadership. In this regard, an organizational structure supporting the professional behaviors of teachers and minimizing the factors causing them to experience stress should be created, and a school's organizational structure should be supported by a healthy organizational climate to promote teacher leadership.en_US
dc.identifier.doi10.14689/ejer.2015.58.5
dc.identifier.issn1302-597X
dc.identifier.issn2528-8911
dc.identifier.issue58en_US
dc.identifier.scopus2-s2.0-84928231125en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.urihttps://doi.org/10.14689/ejer.2015.58.5
dc.identifier.urihttps://hdl.handle.net/20.500.14619/6647
dc.identifier.wosWOS:000422371600002en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherAni Yayinciliken_US
dc.relation.ispartofEurasian Journal of Educational Researchen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectTeacher leadershipen_US
dc.subjectteacher professionalismen_US
dc.subjectperceived stressen_US
dc.subjectteacheren_US
dc.titleThe Relationship Between Teacher Leadership, Teacher Professionalism, and Perceived Stressen_US
dc.typeArticleen_US

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