Okul Yöneticilerinin Motivasyonel Dili ile Öğretmen Öz Yeterliği Arasındaki İlişki Üzerine Bir Çalışma

Bu çalışmada okul yöneticilerinin kullandığı motivasyonel dil ile öğretmen öz yeterliği arasındaki ilişkinin tespit edilmesi amaçlanmıştır. Araştırmada ilişkisel tarama modeli kullanılmıştır. Araştırmanın örneklemini, Hatay il merkezinde bulunan Milli Eğitim Bakanlığına bağlı kamu ortaokullarında 2017–2018 eğitim-öğretim yılında görev yapmakta olan öğretmenler arasından yansız olarak seçilmiş 26 okulda çalışan 321 öğretmen oluşturmaktadır. Verilerin toplanmasında “Motivasyonel Dil Ölçeği” ve “Öğretmen Öz Yeterlik Ölçeği” kullanılmıştır. Veriler SPSS programı ile analiz edilmiştir. Araştırma bulgularına göre; okul müdürünün kullandığı motivasyonel dil öğretmen öz yeterliğini pozitif ve anlamlı olarak yordamaktadır. Ayrıca, motivasyonel dilin empatik dil alt boyutu öğretmen öz yeterliğini anlamlı olarak yordarken, yönlendirici dil ve anlam oluşturucu dil alt boyutları öğretmen öz yeterliğini anlamlı olarak yordamamaktadır. Öğretmen öz yeterliğini arttırmak için okul yöneticisinin algılanan motivasyonel dilini güçlendirme ve geliştirmeye yatırım yapmalarında fayda görülmektedir.

A Study on the Relationship Between School Administrators’ Motivational Language and Teacher Self-Efficacy

In this study, it was aimed to determine the relationship between school administrators’ motivational language and teacher self-efficacy. Survey-based relational design was used. The research sample consists of 321 teachers in 26 schools that were selected randomly from the middle schools affiliated to the Ministry of National Education at Hatay’s city center in 2017-2018 academic year. Data analyses were performed with the program of SPSS. Data were collected by “Motivational Language Scale” and “Teacher Self-Efficacy Scale”. According to the study findings, motivational language used by school administrators positively and significiantly predicts teacher self-efficacy. While empathetic sub-scale and sub-dimension of motivational language significantly predict teacher self-efficacy, directing-giving and meaning-making do not predict. It may be beneficial for school managers to invest in developing and strengthening motivational language in order to enhance teacher self–efficacy.

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