Okul Müdürlerinin Etkili Liderlik Davranışları ile Okul Etkililiği Arasındaki İlişki

Bu çalışmanın amacı etkili liderlik nitelikleri ile okul etkililiği arasındaki ilişkiyi incelemektir. Bu çalışmanın verileri 2016-2017 öğretim yılında Bolu il merkez ilçe sınırları içerisinde yer alan ilkokullarda görev yapan 257 sınıf öğretmeninden elde edilmiştir. Araştırmanın verileri Sharma (2010) tarafından geliştirilen ve Cerit (incelemede) tarafından Türkçe’ye uyarlanan Etkili Liderlik Nitelikleri Ölçeği, Hoy (2014) tarafından geliştirilen ve Yıldırım (2015) tarafından Türkçe’ye uyarlanan algılanan okul etkililiği ölçeği kullanılarak elde edilmiştir. Verilerin analizinde aritmetik ortalama ve standart sapma, korelasyon ve regresyon analizi kullanılmıştır. Araştırmada etkili liderlik nitelikleri ile okul etkililiği arasında olumlu ve anlamlı ilişki olduğu ve etkili liderlik niteliklerinin okul etkililiğinin anlamlı bir açıklayıcısı olduğu bulunmuştur.

Anahtar Kelimeler:

liderlik, etkili liderlik nitelikleri

The Relationship Between Primary School Principals’ Effective Leadership Behaviours and School Effectiveness

The purpose of the this study was to explore the relationship between primary principals’ effective leadership qualities and school effectiveness. Data in this study were collected from a total number of 257 classroom teachers. Classroom teachers’ perceptions of school effectiveness was measured using perceived school effectiveness scale developed by Hoy (2014) and was adapted by Yıldırım (2015), and effective leadership qualities was measured using effective leadership qualities developed by Sharma (2010) and was adapted by Cerit, Kadıoğlu Ateş ve Kadıoğlu (in review). Mean, standard deviation, correlation and regression test used in analysis of the data. Data analysis indicated that there was a significant positively correlation between effective leadership qualities and perceived school effectiveness, and effective leadership qualities was significantly predictor of perceived school effectiveness.

Keywords:

leadership effective leadership qualities, school effectiveness,

PDF

___

Kaynakça Aubrey, C., Godfrey, R. ve Harris, A. (2013). How Do they manage? An ınvestigation of early childhood leadership. Educational Management Administration & Leadership, 41(1), 5-29.
Balcı, A. (2001). Etkili okul. Ankara: Pegem yayıncılık.
Bolanle, A.O. (2013). Principals’ leadership skills and school effectiveness: The case of South Western Nigeria. World Journal of Education, 3(5), 26-33.
Boonla, D. ve Treputtharat, S. (2014). The relationship between the leadership style and school effectiveness in school under the Office of secondary education area 20. Procedia-Social and Behavioral Sciences, 112, 991-996.
Day, C., Gu, Q ve Sammons, P. (2016). The impact of leadership on student outcomes: How successful school leaders use transformational and instructional strategies to make a difference. Educational Administration Quarterly, 52(2), 221-258.
Day, C., Harris, A., Hadfield, M., Tolley, H., ve Beresford, J. (2000). Leading schools in times of change. Buckingham: Open University Press.
Reezigt, G. ve Creemers, B. P.M. (2005). A comprehensive framework for effective school improvement. School Effectiveness and School Improvement, 16(4), 407-424.
Creemers, B. P.M. ve Reezigt, G. (1997). School Effectiveness and Improvement: Sustaining Links. School Effectiveness and Improvement, 8 (4), 96-429.
Fook, C.Y. ve Sidhu, G.K. (2009). Leadership characteristics of an excellent principal in Malaysia. International Education Studies, 2(4), 106-116.
Fullan, M. (2001). Leading in a culture of change. Jossey-Bass, San Francisco, CA
Hallinger, P. (2010). Leadership for learning: What we have learned from 30 years of empirical research. Paper presented at the Hong Kong School Principals’ Conference 2010: Riding the Tide, The Hong Kong Institute of Education, Hong Kong.
Hallinger, P., ve Heck, R. H. (2010). Collaborative leadership and school improvement: Understanding the impact on school capacity and student learning. School Leadership and Management, 30(20), 95-110.
Hallinger, P., Bickman, L. ve Davis, K. (1996). School context, principal leadership, and student reading achievement. The Elementary School Journal, 96 (5), 527-49.
Hofman, W.H.A. ve Hofman, R.H. (2011). Smart management in effective schools: effective management configurations in general and vocational education in the Netherlands. Educational Administration Quarterly, 47 (4), 620-645.
Jaconson, S. (2011). Leadership effects on student achievement and sustained school success. International Journal of Educational Management, 25(1), 33-44.
Kanmaz, A. ve Uyar, L. (2016). Okul etkililiğinin öğrenci başarısı üzerindeki etkisi. International Journal of Assessment Tools in Education, 3(2), 123-136.
Laila, A. (2015). The effective school: The role of the leaders in school effectiveness. Educational Research and Reciews, 10(6), 695-721.
Leithwood, K., Anderson, S., Mascall, B. ve Straus, T. (2010). School leaders’ influences on student learning: the four paths. in T. Bush, L. Bell ve D. Middlewood (Eds), The Principles of Educational Leadership and Management. London: Sage.
Mulford, B. (2003). School leaders: Challenging roles and impact on teacher and school effectiveness. OECD
Odhiambo, G., ve Hii, A. (2012). Key stakeholders' perceptions of effective school leadership. Educational Management Administration & Leadership, 40(2), 232-247.
Parylo, O. ve Zepeda, S.J. (2014). Describing an effective principal’s perceptions of the central office leaders. School Leadership & Management, 34(5), 518-537.
Purkey, S.C. ve Smith, M.S. (1983). Effective schools: a review. The Elementary School Journal, 83 (4), 427-452.
Sammons, P., Gu, Q., Day, C. ve Ko, J. (2011). Exploring the impact of school leadership on pupil outcomes: results from a study of academically improved and effective schools in England. International Journal of Educational Management, 25(1), 83-101.
Sharma, S. (2010). Preferred leadership qualities of principals-What do teachers prefer? Journal Management & Leadership, 2, 42-58.
Tatlah, I.A. ve Iqbal, M.Z. (2012). Leadership styles and school effectiveness: Empirical evidence from secondary level. Procedia-Social and Behavioral Sciences, 69, 790-797.
Trujillo, T. (2013). The reincornation of the effective school research: Rethinking the literatüre on district effectiveness. Journal of Educational Administration, 51(4), 426-452.
Wallin, J. (2003). Improving school effectiveness. ABAC Journal, 23(1), 61-72.
Wang, A.W., Walters, A.M. ve Thum, Y.M. (2013). Identifying highly effective urban schools: Comparing two measures of school success. International Journal of Educational Management, 27(5), 517-540.
Witziers, B., Bosker, R. ve Krüger, M. (2003). Educational leadership and student achievement: The elusive search for an association. Educational Administration Quarterly, 39, 398-425.
Yıldırım, İ. (2015). Okul yöneticilerinin kişilik ve denetim odağı özelliklerinin öğretmenlerin iş doyumu ve okul etkililiği açısından incelenmesi. Yayınlanmamış doktora tezi, Atatürk Üniversitesi Eğitim Bilimleri Enstitüsü, Erzurum.
Yıldırım, İ. ve Ada, Ş. (2015). Okul müdürlerinin kişilik özellikleri ve denetim odakları ile okul etkililiği arasındaki ilişki. Uluslararası Eğitim Bilimleri Dergisi, 8(2), 429-446.