Öğretmen Liderliğini Açıklamaya Yönelik Bir Model: Dağıtımcı Liderlik, Örgütsel Öğrenme ve Öğretmenlerin Öz Yeterlik Algısının Öğretmen Liderliğine Etkisi

Bu çalışmada öğretmen liderliğini açıklamaya yönelik bir modeltest edilmiştir. Önerilen modelde dağıtımcı liderlik, örgütselöğrenme ve öğretmenlerin öz yeterlik algısı değişkenleriöğretmen liderliğinin üç alt boyutu olan kurumsal gelişme,mesleki gelişim ve meslektaşlarla işbirliğini açıklayan değişkenlerolarak yer almıştır. Model, Sosyal Bilişsel Kuram (Bandura, 1986)temel alınarak oluşturulmuş ve öğretmen liderliğini açıklayanyönetsel, örgütsel ve bireysel öğeler birlikte ele alınmıştır.Araştırma Ankara ilinin yedi ilçesindeki ortaokullarda görevyapan 360 öğretmenin katılımı ile gerçekleştirilmiştir. Verilerintoplanmasında Öğretmen Liderliği Ölçeği (Beycioğlu ve Aslan,2010), Öğrenen Örgüt Boyutları Anketi (Marsick ve Watkins,2003), Okullarda Liderlik Kapasitesi Ölçeği (Lambert, 2003) veÖğretmen Öz Yeterlik Ölçeği (Tschannen-Moran, Woolfolk Hoyve Hoy, 1998) kullanılmıştır. Çalışma kapsamında toplananveriler gözlenen değişkenlerle yol analizi (path analysis) tekniğiile test edilmiştir. Analiz sonuçları modelin oldukça iyi uyumdeğerlerine sahip olduğunu ve doğrulandığını ortaya koymuştur.Bu sonuç dağıtımcı liderliğin öğretmen liderliğini doğrudan veayrıca örgütsel öğrenme ve öğretmenlerin öz yeterlik algısıüzerinden dolaylı olarak etkilediğini göstermektedir. Çalışmasonuçları okullarda öğretmen liderliğinin gelişmesi için yönetsel,örgütsel ve bireysel etmenlerin bütüncül olarak ele alınmasıgerektiğini ve liderlik kadar örgütsel ve bireysel etmenlerin deönemli olduğunu ortaya koymaktadır.

A Model to Explain Teacher Leadership: The Effects of Distributed Leadership Model, Organizational Learning and Teachers' Sense of SelfEfficacy on Teacher Leadership

This study aims to analyze a model to explain teacher leadership. In this conceptual model, distributed leadership, organizational learning and self-efficacy perceptions of teachers were treated as the variables accounting for the three sub-dimensions of teacher leadership; namely organizational development, professional development and collaboration among colleagues. The model was set on the foundation of Social Cognitive Theory (Bandura, 1986) and administrative, organizational and personal attributes that account for teacher leadership were treated in unison. The study was conducted with the participation of 360 teachers posted in the elementary schools within seven districts of Ankara city. In the collection of data, Teacher Leadership Scale (Beycioğlu & Aslan, 2010), Dimensions of the Learning Organization Questionnaire (Marsick & Watkins, 2003), Scale for Leadership Capacity in Schools (Lambert, 2003) and Teacher's Sense of Efficacy Scale (Tschannen-Moran, Woolfolk Hoy, & Hoy, 1998) were utilized. The data collected within the scope of this research were tested via path analysis technique with the observed variables. The findings of the analysis manifested that the model proved to have good fitness values and thus validated. These findings prove that distributed leadership directly affects teacher leadership whereas it also has an indirect effect on organizational learning and selfefficacy perception of teacher. The results of the research evidence that to ensure the development of teacher leadership at schools administrative, organizational and personal components demand to be holistically treated and organizational and personal components are equally vital as the leadership itself.

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