Öğretmen Profesyonelizminin Bir Yordayıcısı Olarak Öğrenme Merkezli Liderlik
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2020-06-03
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info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı öğretmen profesyonelizmi ve öğrenme merkezli liderlik arasındaki ilişkilerin incelenmesidir. Bu amaç doğrultusunda çalışma, nicel araştırma yöntemi kapsamında ilişkisel tarama modelinde desenlenmiştir. Bu bağlamda, çalışmanın bağımlı değişkeni öğretmen profesyonelizmi, bağımsız değişkeni ise öğrenme merkezli liderlik ve alt boyutları olan öğrenmeye dönük bir vizyon oluşturma, öğrenme desteği sağlama ve öğrenme programını yönetme ve model olma boyutlarıdır. Araştırmanın evrenini 2018-2019 eğitim öğretim yılında Karabük il merkezindeki 24 ilkokulda görevli olan 306 ve 32 ortaokulda görev yapan 504 olmak üzere toplam 810 öğretmen oluşturmaktadır. Örneklem seçiminde olasılıklı örnekleme yöntemlerinden tabakalı örneklem tekniği kullanılmıştır. Çalışma kapsamında kullanılan veri toplama aracında üç bölüm bulunmaktadır. İlk bölümde çalışmaya dahil olan öğretmenlerin cinsiyet, yaş, okul türü, görev yapılan okuldaki hizmet süresi ve mesleki kıdem gibi demografik bilgiler yer almıştır. Bir sonraki bölümde Tschannen-Moran, Parish ve DiPaola (2006) tarafından geliştirilen ve Cerit (2012) tarafından Türkçeye uyarlanan “Öğretmen Profesyonelizmi Ölçeği”, son bölümde ise Liu, Hallinger ve Feng (2016) tarafından geliştirilen ve Kılınç, Bellibaş ve Gümüş (2017) tarafından Türkçeye uyarlanan “Öğrenme Merkezlik Liderlik Ölçeği” kullanılmıştır. Çalışma kapsamında toplanan verilerin analizi SPSS 25.0 yazılımı kullanılarak gerçekleştirilmiştir. Veri analizi sürecinde aritmetik ortalama ve standart sapma gibi tanımlayıcı istatistikler hesaplanmış, Bağımsız Gruplar t-testi, Tek Yönlü Varyans Analizi (ANOVA), Pearson Momentler Çarpımı Korelasyon Katsayısı ve Çoklu Doğrusal Regresyon Analizi gerçekleştirilmiştir. Araştırmada erişilen bulgulara göre öğretmenlerin öğretmen profesyonelizmine ve öğrenme merkezli liderliğe ilişkin algıları yüksek düzeydedir. Diğer taraftan öğretmenlerin öğretmen profesyonelizmine ilişkin algılarının; cinsiyetlerine, yaşlarına, görev yaptıkları kurum türlerine, görev yaptıkları kurumlardaki hizmet süreleri ve mesleki kıdemlerine göre anlamlı bir farklılık göstermediği görülmüştür. Ek olarak öğretmenlerin öğrenme merkezli liderliğe ilişkin algılarının; cinsiyetlerine, görev yaptıkları kurum türlerine, görev yaptıkları kurumdaki hizmet sürelerine ve mesleki kıdemlerine göre anlamlı farklılıklar göstermediği; yalnızca yaş değişkenin öğretmenlerin öğrenme merkezli liderliğe ilişkin algı düzeyleri üstünde anlamlı farklılıklar oluşturduğu görülmüştür. Öğretmenlerin öğretmen profesyonelizmine ilişkin algıları ile öğrenme merkezli liderlik ve alt boyutlarına yönelik algıları arasındaki ilişkileri ortaya koymak amacıyla gerçekleştirilen korelasyon analizi sonuçları incelendiğinde öğretmen profesyonelizmi ile öğrenme merkezli liderlik ve öğrenme merkezli liderliğin alt boyutları olan öğrenme desteği sağlama, öğrenme programını yönetme ve model olma ve öğrenmeye dönük bir vizyon geliştirme arasında pozitif yönlü ve orta düzeyli anlamlı ilişkilerin bulunduğu belirlenmiştir. Ek olarak öğretmen profesyonelizmi ve öğrenme merkezli liderliğin alt boyutları arasındaki ilişkiler, ilişki düzeyine göre ele alındığında en yüksek ve pozitif ilişki düzeyinin öğrenme desteği sağlama boyutunda olduğu ve bunu sırasıyla öğrenmeye dönük bir vizyon geliştirme ile öğrenme programını yönetme ve model olma boyutlarının takip ettiği görülmektedir. Son olarak, öğrenme merkezli liderliğin öğrenme desteği sağlama ve öğrenmeye dönük bir vizyon geliştirme boyutlarının öğretmen profesyonelizminin pozitif ve anlamlı yordayıcıları; öğrenme programını yönetme ve model olma boyutunun ise öğretmen profesyonelizminin anlamlı bir yordayıcısı olmadığı bulgusuna erişilmiştir.
The purpose of this study is to investigate the relationships between teacher professionalism and learning-centered leadership. For this purpose, the research was designed in the quantitative research method and correlational research model. In this context, the dependent variable of the study was teachers’ perceptions on teacher professionalism, and the independent variables were the dimensions of learning-centered leadership entitled as Building a Learning Vision, Providing Learning Support and Managing the Learning Program and Modelling. The population of the study consisted of 810 teachers in total, 306 employed in 24 primary schools and 504 employed in 32 secondary schools located in the city centre of Karabük in the 2018-2019 educational year. Stratified sampling technique, one of the probability sampling methods, was used in the selection of participants. The data collection tool used in the research consisted of three parts. In the first part elicited demographic data regarding participant teachers' gender, age, years in current school, and seniority. The following part comprised of the “Teacher Professionalism Scale” developed by Tschannen-Moran, Parish and DiPaola (2006) and adapted to Turkish by Cerit (2012) to measure teachers' professionalism level and in the third part, “Learning-Centered Leadership Scale” developed by Liu, Hallinger and Feng (2016) and adapted to Turkish by Kılınç, Bellibaş and Gümüş (2017) was used to determine teachers' perceptions on learning-centered leadership. The analysis of the research data obtained was carried out using the SPSS 25.0 program. In the process of the data analysis, descriptive statistics such as arithmetic mean and standard deviation scores were calculated; Independent Samples t-test, One Way Variance Analysis (ANOVA), Pearson Product Moment Correlation Coefficients and Multiple Linear Regression Analysis was also performed. According to the findings obtained in the research, teachers' perceptions on teacher professionalism and learning-centered leadership are at a high level. Next, teachers' perceptions on teacher professionalism do not differ significantly according to their gender, age, type of institution they work, years in current school, and seniority. In addition, while there is no significant difference according to their gender, type of institution they were employed, years in current school, and seniority in the context of their perceptions on learning-centered leadership, it was observed that only the age variable created significant differences on teachers' perception levels on learning-centered leadership. When the correlation analysis results that was carried out in order to reveal the relationships between teachers' perceptions about teacher professionalism and their perceptions about learning-centered leadership and sub-dimensions were examined, it was seen that there was a positive and moderately significant relationship between teacher professionalism and building a learning vision, providing learning support and managing the learning program and modelling which were the sub-dimensions of learning-centered leadership. Moreover, when the relationships between teacher professionalism and the sub-dimensions of learning-centered leadership were considered according to the relationship level, it was found that the highest and positive relationship level was in the dimension of providing learning support and this was followed by the dimensions of building a learning vision, managing the learning program and modelling, respectively. Finally, it was seen that providing a learning support and developing a vision for learning which were the dimensions of learning-centered leadership were positive and meaningful predictors of teacher professionalism; managing the learning program and modelling were not significant predictors of teacher professionalism."
The purpose of this study is to investigate the relationships between teacher professionalism and learning-centered leadership. For this purpose, the research was designed in the quantitative research method and correlational research model. In this context, the dependent variable of the study was teachers’ perceptions on teacher professionalism, and the independent variables were the dimensions of learning-centered leadership entitled as Building a Learning Vision, Providing Learning Support and Managing the Learning Program and Modelling. The population of the study consisted of 810 teachers in total, 306 employed in 24 primary schools and 504 employed in 32 secondary schools located in the city centre of Karabük in the 2018-2019 educational year. Stratified sampling technique, one of the probability sampling methods, was used in the selection of participants. The data collection tool used in the research consisted of three parts. In the first part elicited demographic data regarding participant teachers' gender, age, years in current school, and seniority. The following part comprised of the “Teacher Professionalism Scale” developed by Tschannen-Moran, Parish and DiPaola (2006) and adapted to Turkish by Cerit (2012) to measure teachers' professionalism level and in the third part, “Learning-Centered Leadership Scale” developed by Liu, Hallinger and Feng (2016) and adapted to Turkish by Kılınç, Bellibaş and Gümüş (2017) was used to determine teachers' perceptions on learning-centered leadership. The analysis of the research data obtained was carried out using the SPSS 25.0 program. In the process of the data analysis, descriptive statistics such as arithmetic mean and standard deviation scores were calculated; Independent Samples t-test, One Way Variance Analysis (ANOVA), Pearson Product Moment Correlation Coefficients and Multiple Linear Regression Analysis was also performed. According to the findings obtained in the research, teachers' perceptions on teacher professionalism and learning-centered leadership are at a high level. Next, teachers' perceptions on teacher professionalism do not differ significantly according to their gender, age, type of institution they work, years in current school, and seniority. In addition, while there is no significant difference according to their gender, type of institution they were employed, years in current school, and seniority in the context of their perceptions on learning-centered leadership, it was observed that only the age variable created significant differences on teachers' perception levels on learning-centered leadership. When the correlation analysis results that was carried out in order to reveal the relationships between teachers' perceptions about teacher professionalism and their perceptions about learning-centered leadership and sub-dimensions were examined, it was seen that there was a positive and moderately significant relationship between teacher professionalism and building a learning vision, providing learning support and managing the learning program and modelling which were the sub-dimensions of learning-centered leadership. Moreover, when the relationships between teacher professionalism and the sub-dimensions of learning-centered leadership were considered according to the relationship level, it was found that the highest and positive relationship level was in the dimension of providing learning support and this was followed by the dimensions of building a learning vision, managing the learning program and modelling, respectively. Finally, it was seen that providing a learning support and developing a vision for learning which were the dimensions of learning-centered leadership were positive and meaningful predictors of teacher professionalism; managing the learning program and modelling were not significant predictors of teacher professionalism."
Açıklama
Anahtar Kelimeler
Öğretmen profesyonelizmi, Öğrenme merkezli liderlik, Liderlik, İlişkisel tarama, Teacher professionalism, Learning-centered leadership, Leadership, Correlational research model