Okul liderliğinin öğretmen profesyonel gelişimi ve özyeterliği üzerindeki etkisi: Öğretmen profesyonel işbirliğinin aracı rolü (TALIS 2018 örneği)
Küçük Resim Yok
Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Niğde Ömer Halisdemir Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı, Türkiye'de okul liderliğinin öğretmen profesyonel gelişimi ve özyeterliği üzerindeki etkisini öğretmen profesyonel işbirliğinin aracı rolüyle incelemektir. Araştırma kapsamında kullanılacak veri seti, TALIS 2018 çalışmasına katılan Türkiye'de ortaokul (ISCED 2) kademesinde görev yapan 196 ortaokuldan 196 okul müdürü ile 3.952 öğretmene uygulanan anketlerden elde edilen verilerden oluşmaktadır. Bu bağlamda, öğretmen-düzeyli verilerin kaynağı olarak öğretmenlerden (TTGINTT3) ve okul-düzeyli verinin kaynağı olarak ise okul müdürlerine (PCGINTT3) uygulanan anketlerden elde edilen veriler kullanılmıştır. Veri analizinde referans alınan faktörler; bağımlı değişken ve bağımsız değişkenler ve aracı değişkenler şeklindedir. Bağımlı değişken olarak öğretmenlerin öğretmen profesyonel gelişimi (T3EFFPD) ve özyeterliği (T3SELF), bağımsız değişken olarak okul liderliği (T3PLEADS) ve aracı değişken olarak öğretmen profesyonel işbirliği dikkate alınmıştır. Çalışmada aşağıdaki neticelere ulaşılmıştır: •Okul liderliği ile öğretmen profesyonel işbirliği arasında pozitif yönde doğrudan bir ilişki vardır. •Öğretmen profesyonel işbirliği ile de öğretmen profesyonel gelişimi arasında pozitif yönde doğrudan bir ilişki vardır. •Öğretmen profesyonel işbirliği ile öğretmen özyeterliği arasında pozitif yönde doğrudan bir ilişki vardır. •Öğretmen profesyonel gelişimi ile öğretmen özyeterliği arasında pozitif yönde doğrudan bir ilişki vardır. •Okul liderliği ile öğretmen profesyonel gelişimi arasında öğretmen profesyonel işbirliği aracılığıyla dolaylı bir ilişki vardır. •Okul liderliği ile öğretmen özyeterliği arasında öğretmen profesyonel işbirliği ve öğretmen profesyonel gelişimi aracılığıyla dolaylı bir ilişki vardır. Anahtar Sözcükler: TALIS 2018, Okul Liderliği (Öğretimsel Liderlik), Öğretmen İşbirliği, Profesyonel Gelişim, Özyeterlik
The purpose of this research is to examine the impact of school leadership on teacher professional development and self-efficacy in Turkey through the mediating role of teacher professional collaboration. The data set to be used within the scope of the research consists of data obtained from the surveys applied to 196 school principals and 3,952 teachers from 196 secondary schools (ISCED 2) in Turkey who participated in the TALIS 2018 study. In this context, data obtained from teachers (TTGINTT3) was used as the source of teacher-level data and data obtained from surveys applied to school principals (PCGINTT3) was used as the source of school-level data. Factors referenced in data analysis; dependent variable, independent variables and mediator variables. Teacher professional development (T3EFFPD) and self-efficacy (T3SELF) of teachers were considered as dependent variables, school leadership (T3PLEADS) as independent variable, and teacher professional collaboration as mediating variable. The following results were obtained in the study: •There is a positive direct relationship between school leadership and teacher professional collaboration. •There is a positive direct relationship between teacher professional collaboration and teacher professional development. •There is a direct positive relationship between teacher professional collaboration and teacher self-efficacy. •There is a positive direct relationship between teacher professional development and teacher self-efficacy. •There is an indirect relationship between school leadership and teacher professional development through teacher professional collaboration. •There is an indirect relationship between school leadership and teacher self-efficacy through teacher professional collaboration and teacher professional development. Key Words: TALIS 2018, School Leadership (Instructional Leadership), Teacher Collaboration, Professional Development, Self-Efficacy
The purpose of this research is to examine the impact of school leadership on teacher professional development and self-efficacy in Turkey through the mediating role of teacher professional collaboration. The data set to be used within the scope of the research consists of data obtained from the surveys applied to 196 school principals and 3,952 teachers from 196 secondary schools (ISCED 2) in Turkey who participated in the TALIS 2018 study. In this context, data obtained from teachers (TTGINTT3) was used as the source of teacher-level data and data obtained from surveys applied to school principals (PCGINTT3) was used as the source of school-level data. Factors referenced in data analysis; dependent variable, independent variables and mediator variables. Teacher professional development (T3EFFPD) and self-efficacy (T3SELF) of teachers were considered as dependent variables, school leadership (T3PLEADS) as independent variable, and teacher professional collaboration as mediating variable. The following results were obtained in the study: •There is a positive direct relationship between school leadership and teacher professional collaboration. •There is a positive direct relationship between teacher professional collaboration and teacher professional development. •There is a direct positive relationship between teacher professional collaboration and teacher self-efficacy. •There is a positive direct relationship between teacher professional development and teacher self-efficacy. •There is an indirect relationship between school leadership and teacher professional development through teacher professional collaboration. •There is an indirect relationship between school leadership and teacher self-efficacy through teacher professional collaboration and teacher professional development. Key Words: TALIS 2018, School Leadership (Instructional Leadership), Teacher Collaboration, Professional Development, Self-Efficacy
Açıklama
Eğitim Bilimleri Enstitüsü, Eğitim Bilimleri Ana Bilim Dalı, Eğitim Yönetimi Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
