ÖĞRETMEN LİDERLİĞİNDE MÜDÜRLERİN ETKİSİ

“Lider öğretmen” bireylerin çeşitli rollerini vurgulayan genel bir terimdir. Liderlik öğretmenin her geçen gün daha fazla mesleki yaşantısının önemli bir boyutunu oluşturmaktadır. Öğretmen liderliği, öğretmenin eğitimsel etkinlik ve süreçlerde istekli görevler üstlenme, bağımsız projeler oluşturma, çevresini etkileme, meslektaşlarının gelişimine destek olma yeterliliğidir. Bu araştırma, öğretmen liderliğinin gösterilmesinde müdürlerin etkisini araştırmak amacıyla yapılmıştır. Araştırma problemiyle ilgili veriler literatür taraması ve mülakat yolu ile toplanmıştır. Anket Kayseri’de orta öğretim okullarında çalışan 40 öğretmen ve 18 okul yöneticisine dağıtıldı. Kullanılan tekniklerle sağlanan verilere dayalı bulgular, genel saptamalar şeklinde çıkarılmıştır. Okulun formal liderinin müdür olması, onun yaklaşım ve çabalarının önemsenmesini gerektirir. Onun anlayışı, desteği okulda çalışan öğretmenleri isteklendirecek ve cesaretlendirecektir. Bu davranış hem öğretmeni hem de yöneticilerin kendilerini güçlendirecek ve kendi kendilerinin farkına varmalarını sağlayacaktır. Öğretmenlerin liderlik çalışmalarını teşvik eden yöneticiler kendi liderliklerini de pekiştirmektedirler. Öğretmen liderliği, öğretmenlere ve liderlere eş zamanlı büyüme ve gelişme fırsatını sunarken, paralel bir fırsat okul müdürleri için de vardır. Öğretmen ve yönetici yetiştirme ortamları, öğretmenlerin öğretmen liderliği davranışlarını okullarda gösterebilecek modellerde yapılandırılmalıdır. Öğretmen ve yöneticileri yetiştirme programlarının yeniden gözden geçirilmesi, bu bağlamda öğretmen liderliği kavram ve anlayışlarının programlara yansıtılması gerekmektedir

Anahtar Kelimeler:

Öğretmen liderliği, bir lider olarak öğretmen, liderlik davranışı, yöneticinin etkisi

ÖĞRETMEN LİDERLİĞİNDE MÜDÜRLERİN ETKİSİ

“Leader teacher” is a general term that applies to individuals in a variety of roles. Leadership is clearly becoming a more and more significant part of a teacher’s professional life. Teacher leadership can be described as taking over voluntary responsibilities during the educational processes and activities, forming independent projects, influencing his/her surrounding,and sufficiency in developing professional qualifications of his/her collagues. This research was carried out in order to determine the leadership behaviours and principal’s impressions at the teacher leadership. The data related to the research problem had been collected by literature review and interview. The questionnaires were distributed to 18 school principals and 40 teachers working at secondary schools in Kayseri. The provided data findings based on the used techniques are given as general determinations. Being the formal leader of the school requires that the principal’s attitudes and efforts be taken into consideration. Principal’s support and understanding will motivate and encourage the teachers working at that school. This style of behaviour will also develop a new insight in both teachers and principals and this will make them stronger and also help them to be aware of themselves. Principals encouraging teachers’ leadership attitudes also reinforce their own leadership. Teacher leadership presents an opportunity for teachers and leaders to grow and develop simultaneously, a parallel opportunity exists also for school principals as well. Teacher and principal training environments should be constructed in the embodiment of well models that may enable teachers to show teacher leadership behaviours at schools. The programs of teacher and principal training are required to be revised again and the concept and understanding of teacher leadership are required to be reflected to the programs in this context

Keywords:

Teacher leadership, teacher as a leader, leadership behaviours, principal’s impression,

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