Öğretmen Liderliği ile Öğretmen Mesleki Öğrenmesi Arasındaki İlişki
Yükleniyor...
Dosyalar
Tarih
2022-05
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırma, öğretmen liderliği ile öğretmen mesleki öğrenmesi arasındaki ilişkinin belirlenmesini amaçlamaktadır. Çalışma, ilişkisel tarama modelinde tasarlanmış kesitsel bir araştırmadır. Çalışmada örneklem seçimi basit tesadüfi örnekleme yöntemi ile yapılmıştır ve çalışmanın örneklemini 450 öğretmen oluşturmuştur. Araştırmada ele edilen verilerin analiz aşamasında; aritmetik ortalama, standart sapma gibi betimleyici istatistikler, t-testi ve tek yönlü varyans analizi gibi tanımlayıcı istatistikler, Pearson korelasyonu ve çoklu regresyon analizinin yanı sıra yapısal eşitlik modellemesi kullanılmıştır. Çalışmanın sonucunda; öğretmen algılarına göre, öğretmen liderlik ölçeği toplamında ve alt boyutlarında (meslektaşlarla iş birliği, kurumsal gelişme ve mesleki gelişim) öğretmen liderliği yeterli düzeyde görülmüştür. Okul türü bakımından öğretmenlerin liderlik algılarının, ilkokul türünde görev yapan öğretmenlerin lise türünde görev yapan öğretmenlerden daha yüksek düzeyde olduğu saptanmıştır. Aynı zamanda öğretmenlerin algılarına göre, öğretmen mesleki öğrenme etkinlikleri ölçeği toplamında, güncel kalma, deneyim ve yansıtma ile öğretimi değiştirme alt boyutlarında öğretmen mesleki öğrenme etkinliklerinin yüksek düzeyde olduğu tespit edilmiştir. Sonuç olarak öğretmenlerin, öğretmen liderliği ile öğretmen mesleki öğrenme etkinlik düzeyleri arasında pozitif yönlü ve yüksek düzeyde bir ilişki saptanmıştır. Öğretmen liderlik boyutları (meslektaşlarla iş birliği, kurumsal gelişme ve mesleki gelişim) ile öğretmen mesleki öğrenme etkinlikleri boyutları (güncel kalma, deneyim ve yansıtma ve öğretimi değiştirme) arasında pozitif yönlü ve yüksek düzeyde bir ilişki tespit edilmiştir. Ayrıca yapısal eşitlik modelinden yararlanılarak elde edilen yol analizi sonucunda, öğretmen liderliğinin öğretmen mesleki öğrenme etkinliklerinin yüksek düzeyde yordayıcısı olduğu saptanmıştır.
This research aims to determine the relationship between teacher leadership and teacher professional learning. The study is a cross-sectional study designed in the relational survey model. The sample selection in the study was made by simple random sampling method and the sample consisted of 450 teachers. In the analysis phase of the data discussed in the research; Descriptive statistics such as mean, standard deviation, statistics such as t-test and one-way analysis of variance, Pearson correlation and multiple regression analysis as well as structural equation modeling were used. As a result of the study; According to teacher perceptions, teacher leadership was found to be sufficient in the total of the teacher leadership scale and in the sub-dimensions of cooperation with colleagues, institutional development and professional development. Considering the school type perceptions of teacher leadership; It has been determined that the teachers working at the primary school level are at a higher level than the teachers working at the high school level. At the same time, according to teachers' perceptions, it was determined that teacher professional learning activities were at a high level in the sub-dimensions of staying up-to-date, experience and reflection, and changing teaching in the total teacher professional learning activities scale. As a result, a positive and high-level relationship was found between teachers' teacher leadership and teacher professional learning activity levels. A positive and high-level relationship was found between teacher leadership dimensions 'collaboration with colleagues, institutional development and professional development' and teacher professional learning activities dimensions 'keeping up-to-date, experience and reflection and changing teaching'. In addition, as a result of the path analysis obtained by using the structural equation model, it was determined that teacher leadership is a high level predictor of teacher professional learning activities."
This research aims to determine the relationship between teacher leadership and teacher professional learning. The study is a cross-sectional study designed in the relational survey model. The sample selection in the study was made by simple random sampling method and the sample consisted of 450 teachers. In the analysis phase of the data discussed in the research; Descriptive statistics such as mean, standard deviation, statistics such as t-test and one-way analysis of variance, Pearson correlation and multiple regression analysis as well as structural equation modeling were used. As a result of the study; According to teacher perceptions, teacher leadership was found to be sufficient in the total of the teacher leadership scale and in the sub-dimensions of cooperation with colleagues, institutional development and professional development. Considering the school type perceptions of teacher leadership; It has been determined that the teachers working at the primary school level are at a higher level than the teachers working at the high school level. At the same time, according to teachers' perceptions, it was determined that teacher professional learning activities were at a high level in the sub-dimensions of staying up-to-date, experience and reflection, and changing teaching in the total teacher professional learning activities scale. As a result, a positive and high-level relationship was found between teachers' teacher leadership and teacher professional learning activity levels. A positive and high-level relationship was found between teacher leadership dimensions 'collaboration with colleagues, institutional development and professional development' and teacher professional learning activities dimensions 'keeping up-to-date, experience and reflection and changing teaching'. In addition, as a result of the path analysis obtained by using the structural equation model, it was determined that teacher leadership is a high level predictor of teacher professional learning activities."
Açıklama
Anahtar Kelimeler
Öğretmen liderliği, Öğretmen mesleki öğrenmesi, Mesleki öğrenme etkinlikleri, Okullar, Teacher leadership, Teacher professional learning, Professional learning activities, Schools