Okul yöneticilerinin sosyal adalet liderlik davranışları ile öğretmenlerin öz yeterlikleri arasındaki ilişkinin öğretmen görüşlerine göre incelenmesi
Küçük Resim Yok
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
T.C. Maltepe Üniversitesi, Lisansüstü Eğitim Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada okul yöneticilerinin sosyal adalet liderliği davranışlarının öğretmen öz yeterliği üzerindeki etkisini incelemek amaçlanmıştır. Araştırma nicel araştırma yöntemi ile tarama modellerinden ilişkisel tarama modeli ile tasarlanmıştır. Araştırmanın evreni Kocaeli İli Başiskele İlçesinde ilkokul ve ortaokullarda görev yapan öğretmenlerden oluşmaktadır. Araştırmanın örneklemi belirlenirken basit tesadüfi örnekleme yöntemi kullanılmıştır. Araştırmanın örneklemi 312 öğretmenden oluşmaktadır. Verilerin toplanmasında Özdemir ve Pektaş’ın (2017) geliştirdiği ‘Sosyal Adalet Liderlik Ölçeği’ ve Karaoğlu ‘nun (2017) Türkçeye uyarlayıp geliştirdiği ‘Öğretmen Öz Yeterlik Ölçeği’ kısa formu kullanılmıştır. Verilerin analizi için SPSS 24 ve AMOS Graphics veri analizi paket programları kullanılmıştır. Araştırma verilerinin analizinde; standart sapma, aritmetik ortalama, Pearson korelasyon ve çoklu doğrusal regresyon analizi kullanılmıştır. Okul yöneticilerinin sosyal adalet liderliği öğretmenlerin cinsiyet, medeni durum, eğitim durumu, yaş, mesleki kıdem gibi demografik özelliklerine göre sosyal adalet liderliği ölçeği puan toplamında farklılık göstermediği ancak çalışılan kurum değişkenine göre göre sosyal adalet liderliği ölçeğinin puan toplamında anlamlı bir farklılık gösterdiği sonucuna ulaşılmıştır. Öğretmenlerin öz yeterlik algıları cinsiyet, eğitim durumu, yaş, mesleki kıdem demografik özelliklerinde anlamlı bir fark tespit edilmemiş, medeni durum ve çalışılan kurum faktörlerinde anlamlı farklılık görülmüştür. Buradan yola çıkılarak ilkokulda görev yapan öğretmenlerin öz yeterliklerinin ortaokul da görev yapan öğretmenlerden daha yüksek olduğu sonucuna ulaşılmıştır. Araştırma sonucunda okul yöneticilerinin sosyal adalet liderlik davranışları ile öğretmen öz yeterliği arasında anlamlı ilişki olmadığına ulaşılmıştır. Bununla birlikte araştırma sonucunda sosyal adalet liderliğinin öğretmen öz yeterliğini yordamadığı saptanmıştır.
In this study, it was aimed to examine the effect of school administrators' social justice leadership behaviors on teacher self-efficacy. The research was designed with the quantitative research method and the relational survey model, which is one of the survey models. The universe of the research consists of teachers working in primary and secondary schools in Kocaeli Province Başiskele District. Simple random sampling method was used while determining the sample of the study. The sample of the research consists of 312 teachers. The 'Social Justice Leadership Scale' developed by Özdemir and Pektaş (2017) and the short form 'Teacher Self-Efficacy Scale' (Karaoğlu, 2017) adapted into Turkish and developed by Özdemir and Pektaş (2017) were used to collect the data. SPSS 24 and AMOS Graphics data analysis package programs were used for data analysis. In the analysis of research data; standard deviation, arithmetic mean, Pearson correlation and multiple linear regression analysis were used. It was concluded that school administrators did not differ in the total score of the social justice leadership scale according to the demographic characteristics of the teachers such as gender, marital status, educational status, age, professional seniority, but there was a significant difference in the total score of the social justice leadership scale according to the variable of the institution studied. No significant difference was found in the demographic characteristics of teachers' self-efficacy perceptions, gender, educational status, age, professional seniority, and a significant difference was observed in marital status and institution of employment. Based on this, it was seen that the self-efficacy of the teachers working in primary school was higher than the teachers working in secondary school. As a result, social justice leadership behaviors of school administrators and It was found that there was no significant relationship between teacher self-efficacy. However, as a result of the research, it was determined that social justice leadership did not predict teacher self-efficacy.
In this study, it was aimed to examine the effect of school administrators' social justice leadership behaviors on teacher self-efficacy. The research was designed with the quantitative research method and the relational survey model, which is one of the survey models. The universe of the research consists of teachers working in primary and secondary schools in Kocaeli Province Başiskele District. Simple random sampling method was used while determining the sample of the study. The sample of the research consists of 312 teachers. The 'Social Justice Leadership Scale' developed by Özdemir and Pektaş (2017) and the short form 'Teacher Self-Efficacy Scale' (Karaoğlu, 2017) adapted into Turkish and developed by Özdemir and Pektaş (2017) were used to collect the data. SPSS 24 and AMOS Graphics data analysis package programs were used for data analysis. In the analysis of research data; standard deviation, arithmetic mean, Pearson correlation and multiple linear regression analysis were used. It was concluded that school administrators did not differ in the total score of the social justice leadership scale according to the demographic characteristics of the teachers such as gender, marital status, educational status, age, professional seniority, but there was a significant difference in the total score of the social justice leadership scale according to the variable of the institution studied. No significant difference was found in the demographic characteristics of teachers' self-efficacy perceptions, gender, educational status, age, professional seniority, and a significant difference was observed in marital status and institution of employment. Based on this, it was seen that the self-efficacy of the teachers working in primary school was higher than the teachers working in secondary school. As a result, social justice leadership behaviors of school administrators and It was found that there was no significant relationship between teacher self-efficacy. However, as a result of the research, it was determined that social justice leadership did not predict teacher self-efficacy.
Açıklama
Anahtar Kelimeler
Liderlik, Sosyal adalet liderliği, Öğretmen öz yeterliği, Okul yöneticisi, Öğretmen, Leadership, Social justice leadership, Teacher self-efficacy, School administrator, Teacher
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Gümüş, E. (2023). Okul yöneticilerinin sosyal adalet liderlik davranışları ile öğretmenlerin öz yeterlikleri arasındaki ilişkinin öğretmen görüşlerine göre incelenmesi / Examination of the relationship between the social justice leadership behaviors of school managers and the self-efficiencies of teachers according to teachers' opinions. (Yayımlanmamış Yüksek Lisans Tezi). Maltepe Üniversitesi, Lisansüstü Eğitim Enstitüsü, İstanbul.
