Lise müdürlerinin öğretim liderliği davranışları ile öğretmenlerin öğrenen okul algısı arasındaki ilişki
Küçük Resim Yok
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Niğde Ömer Halisdemir Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada öğretmenlerin lise müdürlerinin öğretim liderliği davranışları algısı ile öğrenen okul algıları arasındaki ilişkinin incelenmesi hedeflenmiştir. İlişki düzeyini tespit etmek amacıyla araştırmada ilişkisel tarama modeli tercih edilmiştir. Araştırmanın evrenini 2020-2021 eğitim öğretim yılında Niğde Merkez ilçede lise kademesinde görev yapmakta olan 1085 öğretmen oluşturmaktadır. Bu evrende görev yapan 305 öğretmen seçkisiz örnekleme yöntemi kullanılarak belirlenmiş ve araştırmanın örneklemi oluşturulmuştur. Veri toplama sürecinde 202 öğretmenden elde edilen veriler kullanılmıştır. İhtiyaç duyulan verilere ulaşmak için Kişisel Bilgi Formu, Öğretim Liderliği Davranışları Ölçeği ve Öğrenen Okul Ölçeği kullanılmıştır. Araştırma sonucu elde edilen verilerin normal dağılım gösterdiği tespit edilmiştir. Öğretmen algılarına göre öğretim liderliği ve öğrenen okul ölçeği toplam puanları hesaplanmış sonrasında lise müdürlerinin öğretim liderliği davranışları ile öğretmenlerin öğrenen okul algısı arasındaki ilişki düzeyini ortaya çıkarmak için pearson korelasyon analizi yapılmıştır. Ayrıca lise müdürlerinin öğretim liderliği davranışlarının öğretmenlerin öğrenen okul algılarını ne düzeyde yordadığını ortaya koymak amacıyla basit doğrusal regresyon analizi yapılmıştır.Araştırma sonucu ortaya çıkan bulgular incelendiğinde lise müdürlerinin öğretim liderliği davranışları ile okullarının öğrenen okul olma algıları arasında yüksek ve pozitif düzeyde anlamlı bir ilişki olduğu bunun yanında lise müdürlerinin Öğretim liderliği davranışlarının öğrenen okulun anlamlı bir yordayıcısı olduğu ortaya konmuştur.
The purpose of this study was to examine the relationship between teachers' perceptions of high school principals' instructional leadership behaviors and learning school. The relational screening model was preferred in order to determine the level of relationship in the study. The target population of the study consisted of 1085 teachers working at the high school level in the central district of Niğde in the 2020-2021 academic year. Of this target population, 305 teachers were determined by using random sampling method and the accessible population was formed. Data obtained from 202 teachers were used in the data collection process. Personal Information Form, Instructional Leadership Behaviors Scale and Learning School Scale were used to reach the required data. It was found that the data obtained as a result of the research showed a normal distribution. The total scores of instructional leadership and learning school scales were calculated according to teacher perceptions, and then Pearson correlation coefficient was conducted to reveal the relationship between high school principals' instructional leadership behaviors and teachers' learning school perceptions. In addition, simple linear regression analysis was conducted to determine whether high school principals' instructional leadership behaviors were a predictor of teachers' learning school perceptions. When the findings of the research were examined, it was found that there was a positive significant relationship between high school principals' instructional leadership and their schools' perception of being a learning school according to teacher perceptions. In addition, high school principals' instructional leadership behaviors were a significant predictor of learning school.
The purpose of this study was to examine the relationship between teachers' perceptions of high school principals' instructional leadership behaviors and learning school. The relational screening model was preferred in order to determine the level of relationship in the study. The target population of the study consisted of 1085 teachers working at the high school level in the central district of Niğde in the 2020-2021 academic year. Of this target population, 305 teachers were determined by using random sampling method and the accessible population was formed. Data obtained from 202 teachers were used in the data collection process. Personal Information Form, Instructional Leadership Behaviors Scale and Learning School Scale were used to reach the required data. It was found that the data obtained as a result of the research showed a normal distribution. The total scores of instructional leadership and learning school scales were calculated according to teacher perceptions, and then Pearson correlation coefficient was conducted to reveal the relationship between high school principals' instructional leadership behaviors and teachers' learning school perceptions. In addition, simple linear regression analysis was conducted to determine whether high school principals' instructional leadership behaviors were a predictor of teachers' learning school perceptions. When the findings of the research were examined, it was found that there was a positive significant relationship between high school principals' instructional leadership and their schools' perception of being a learning school according to teacher perceptions. In addition, high school principals' instructional leadership behaviors were a significant predictor of learning school.
Açıklama
Eğitim Bilimleri Enstitüsü, Eğitim Bilimleri Ana Bilim Dalı, Eğitim Yönetimi Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
