İlköğretim Okulu Öğretmenlerinin Müdür Desteği Algıları ile Kolektif Sorumluluk Düzeyleri Arasındaki İlişkinin İncelenmesi: Karma Yöntem Araştırması

Bu araştırmanın amacı ilköğretim okulu öğretmenlerinin müdür desteği algıları ile kolektifsorumluluk düzeyleri arasındaki ilişkiyi incelemek, müdür desteği ile kolektif sorumluluğailişkin görüşlerini ortaya çıkarmaktır. Araştırmada, nicel ve nitel araştırma yöntemlerininberaber yürütüldüğü karma yöntem kullanılmıştır. Araştırmanın nicel verileri, 2017-2018öğretim yılında Hatay ili Antakya merkez ilçesinde görev yapmakta olan 256, nitel verileriise 2019-2020 öğretim yılında aynı ilçede görev yapmakta olan 19 ilköğretim okuluöğretmeninden elde edilmiştir. Araştırmanın nicel bulguları, okul müdürlerininöğretmenleri destekledikleri, okul müdürlerinin araçsal desteği diğer destek türlerine göredaha fazla sağladıkları, öğretmenlerin kolektif sorumluluk düzeylerinin yüksek olduğunugöstermektedir. Ayrıca okul müdürlerinin duygusal, öğretimsel ve araçsal destekleyicidavranışları ile öğretmenlerin kolektif sorumluluk düzeyleri arasında pozitif ve anlamlıilişkiler olduğu ve okul müdürünün öğretimsel desteğinin öğretmenlerin kolektifsorumluluğunu yordadığı görülmüştür. Araştırmanın nitel bulgularının, nicel bulgularlaörtüştüğü ve nicel bulguları destekleyici nitelikte olduğu görülmüştür

Examining the Relationship between Perceptions about SchoolPrincipal Support and the Levels of Collective Responsibility forPrimary School Teachers: Mixed-Method Research

The aim of this research was to examine the relationship between perceptions aboutschool principal support and the levels of collective responsibility of primary schoolteachers and to reveal their opinions regarding collective responsibility and principalsupport. The mixed method was used in the study, which combines quantitative andqualitative research methods. The quantitative data of the study were obtained from256 primary school teachers working in the central district of Antakya, in the city ofHatay, in the 2017–2018 academic year, and the qualitative data were obtained from 19teachers working in the same district in the 2019–2020 academic year. The quantitativedata of the research were obtained from 256 primary school teachers working in thecentral district of Hatay Province, Antakya, in the 2017–2018 academic year, and thequalitative data were obtained from 19 primary school teachers working in the samedistrict in the 2019–2020 academic year. The quantitative findings of the study showedthat the school principals supported the teachers, provided instrumental support morethan other types of support, and that the teachers had a high level of collectiveresponsibility. Moreover, it was seen that that there were positive and statisticallysignificant relationships between the emotional, instructional, and instrumentalsupportive behaviors of the school principals and their collective responsibility levelsof the teachers and that the principals' educational support predicted the collectiveresponsibility of the teachers. It was also observed that the qualitative findings of thestudy corresponded to the quantitative findings and supported them.

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