Publication: Öğretmenlerin örtülü liderlik modellerinin belirleyicisi olarak sahip oldukları eğitim inançları
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Date
2021
Authors
Simal, Deniz
Journal Title
Journal ISSN
Volume Title
Publisher
İstanbul Kültür Üniversitesi / Lisansüstü Eğitim Enstitüsü / Eğitim Bilimleri Ana Bilim Dalı / Eğitim Yönetimi ve Planlaması Bilim Dalı
Abstract
Bu çalışmada öğretmenlerin örtülü liderlik modellerinin belirleyicisi olarak sahip oldukları eğitim inançları değişkeni nicel yöntemle belirlenmeye çalışılmıştır. Araştırma ilişkisel tarama modelindedir. Bunu yaparken yaş, cinsiyet, medeni durum, öğrenim durumu, mesleki kıdem, annenin eğitim durumu, babanın eğitim durumu, ayda okunan kitap sayısı, kültür sanat etkinliklerine katılım düzeyi, öğretim yapılan kademe, branşı, görev yapılan okul türü gibi 12 farklı değişkene göre hem eğitim inançlarındaki hem de örtülü liderlik boyutlarında değişimler ele alınmıştır. Araştırmada veri toplamak amacıyla demografik bilgi formu, örtülü liderlik ölçeği ve eğitim inançları ölçeği kullanılmıştır. Araştırmada basit seçkisiz örnekleme tekniği kullanılmış olup araştırmanın evrenini 2019-2020 eğitim-öğretim yılında İstanbul ilinin 5 ilçesi olan; Bakırköy, Bahçelievler, Başakşehir, Avcılar ve Küçükçekmece ilçelerinde görev yapan öğretmenler oluşturmaktadır. Eğitim inançları değişkeninin örtülü liderlik kuramlarının açıklanmasına toplam katkısının %13 olduğu tespit edilmiştir. Değişkenler arasındaki ilişkilerin yönü göz önünde bulundurulduğunda EİÖ' nün ilerlemecilik ve varoluşçu eğitim alt boyutlarının örtülü liderlik kuramını pozitif yönde ve anlamlı olarak yordadığı, esasicilik alt boyutunun ise negatif yönde ve anlamlı olarak yordadığı görülmektedir. Bununla birlikte kültür sanat etkinliklerine katılım düzeyi, okul türüne ve branş türüne göre liderlik algılarında farklılıklar olduğu tespit edilmiştir. Öğretmenlerin eğitim inançlarının lidere bakış açılarında etkili olabileceğinin mesajları okul liderlerinin öğretmenleri anlaması açısından önem taşımaktadır. Bu nedenle okul liderlerinin eğitim inançları ve bu inançları besleyen faktörleri, birey odaklı ihtiyaçları sezebilmesi öğretmenlerin ideal lider tipini daha iyi tespit edebilmesi anlamasında değerlidir. Anahtar Kavramlar: Eğitim İnançları, Liderlik, Örtülü Liderlik
In this study, the variable of the educational beliefs of teachers as the determinants of their implicit leadership models was handled by the use of a quantitative method. The research is in relational scanning model. Throughout this process, changes in the teachers' educational beliefs and their implicit leadership were discussed according to 12 different variables such as age, gender, marital status, educational status, professional seniority, educational status of the mother, educational status of the father, number of books read per month, level of participation in cultural and artistic activities, the level of education, teaching branch, the type of school they are positioned in. Data was collected through the use of demographic information form, educational beliefs scale, and implicit leadership scale. The aim of this study is to determine to what extent teachers' educational beliefs predicted their implicit leadership theories. The answer to the question "Can educational philosophies, which could be called educational beliefs, be a predictive variable in teachers' implicit leadership model?" was sought. The simple random sampling method was used in the study, and the population of the study consists of teachers who were positioned in five districts of İstanbul city; Bakırköy, Bahçelievler, Başakşehir, Avcılar and Küçükçekmece, in the 2019 - 2020 academic year. The total contribution of the educational beliefs variable to the explanation of implicit leadership theories was found to be 13%. Considering the direction of the relationships between the variables, it can be said that the progressiveness and existential education sub-dimensions of the Educational Belief Scale (EBS) predict implicit leadership theory positively and significantly, while the essentialism sub-dimension predicts it negatively and significantly. In addition to this, it was determined that there are differences in leadership perceptions according to the level of participation in cultural and art-related activities, school type and branch. The fact that teachers' educational beliefs can affect their perspective of the leader is important for school leaders to understand the teachers. For this reason, the ability of school leaders to perceive educational beliefs, the factors that feed these beliefs, and individual-oriented needs is valuable for teachers to better identify the ideal leader type. Keywords: Educational Beliefs, Leadership, Implicit Leadership
In this study, the variable of the educational beliefs of teachers as the determinants of their implicit leadership models was handled by the use of a quantitative method. The research is in relational scanning model. Throughout this process, changes in the teachers' educational beliefs and their implicit leadership were discussed according to 12 different variables such as age, gender, marital status, educational status, professional seniority, educational status of the mother, educational status of the father, number of books read per month, level of participation in cultural and artistic activities, the level of education, teaching branch, the type of school they are positioned in. Data was collected through the use of demographic information form, educational beliefs scale, and implicit leadership scale. The aim of this study is to determine to what extent teachers' educational beliefs predicted their implicit leadership theories. The answer to the question "Can educational philosophies, which could be called educational beliefs, be a predictive variable in teachers' implicit leadership model?" was sought. The simple random sampling method was used in the study, and the population of the study consists of teachers who were positioned in five districts of İstanbul city; Bakırköy, Bahçelievler, Başakşehir, Avcılar and Küçükçekmece, in the 2019 - 2020 academic year. The total contribution of the educational beliefs variable to the explanation of implicit leadership theories was found to be 13%. Considering the direction of the relationships between the variables, it can be said that the progressiveness and existential education sub-dimensions of the Educational Belief Scale (EBS) predict implicit leadership theory positively and significantly, while the essentialism sub-dimension predicts it negatively and significantly. In addition to this, it was determined that there are differences in leadership perceptions according to the level of participation in cultural and art-related activities, school type and branch. The fact that teachers' educational beliefs can affect their perspective of the leader is important for school leaders to understand the teachers. For this reason, the ability of school leaders to perceive educational beliefs, the factors that feed these beliefs, and individual-oriented needs is valuable for teachers to better identify the ideal leader type. Keywords: Educational Beliefs, Leadership, Implicit Leadership
Description
Keywords
Eğitim ve Öğretim, Education and Training