Necati CEMALOĞLU, Ali Çağatay KILINÇ, Gökhan SAVAŞ

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The Relationship Between Teacher Leadership, Teacher Professionalism, and Perceived Stress

Problem Durumu: Son yllarda okula yönelik basklarn ve hesap verebilir bir okul yapsnn oluüturulmasna yönelik taleplerin yoşunlaümas, liderlik kavramnn okul başlamnda yeniden ele alnmasna yönelik tartümalar beraberinde getirmektedir. Okullar, bu süreçte sahip olduklar liderlik potansiyelini gözden geçirme ve tüm okul üyelerinin liderlik sürecine katkda bulunabileceşi bir örgüt yaps geliütirme çabas içine girmiütir. Okul yöneticilerinin rolleri ise giderek daha karmaük ve problemli bir hal almü, sahip olmalar gereken bilgi ve beceriler giderek artmü ve farkl alanlarda yeterliklere sahip olmalar beklenmeye baülanmütr. Mevcut araütrmada, ilköşretim okulu öşretmenlerinin profesyonel davranülar ve algladklar stres ile öşretmen liderlişi arasndaki iliüki incelenmiütir. Öşretmen liderlişine iliükin yaplan çalümalarn oldukça snrl olmasnn ve özellikle Türkiye'de konuya iliükin gerçekleütirilen ampirik çalümalarn yetersizlişinin, mevcut çalümann önemini ve alana saşlayacaş katky artrdş düüünülmektedir. Ayrca, okul geliüimi ve öşrenci öşrenmesine yönelik potansiyel bir güç olarak kabul edilen öşretmen liderlişine iliükin daha fazla araütrma bulgusuna ihtiyaç duyulduşu bir dizi çalümada vurgulanmütr. Bu başlamda mevcut çalümadan elde edilecek bulgularn, okulda öşrenme ve öşretme ortamnn geliütirilmesine, öşretmen liderlişinin yaygnlaümasna ve daha olumlu bir okul iklimi oluüturulmasna katk saşlayabileceşi düüünülmektedir. Araütrmann Amac: Mevcut araütrmada üu sorulara yant aranmütr: (1) úlköşretim okulu öşretmenlerinin öşretmen liderlişi rollerine, profesyonel davranülarna ve maruz kaldklar strese yönelik alglar nasldr? (2) Öşretmenlerin öşretmen liderlişi rollerine, profesyonel davranülarna ve strese yönelik alglar arasnda anlaml iliükiler var mdr? (3) Öşretmenlerin profesyonellik ve stres düzeyleri, öşretmen liderlişine yönelik alglarn anlaml bir biçimde yordamakta mdr? Araütrmann Yöntemi: Bu araütrma, iliükisel tarama modelinde tasarlanmütr. Araütrmada iki başmsz ve bir başml deşiüken bulunmaktadr. Araütrmann başmsz deşiükenlerini öşretmen profesyonelizmi ve alglanan stres oluüturmaktadr. Araütrmann katlmclarn 2012-2013 eşitim-öşretim ylnda Kastamonu il merkezi snrlar içinde bulunan 16 ilköşretim okulunda görev yapan toplam 302 öşretmen oluüturmaktadr. Araütrma verilerinin toplanmasnda Öşretmen Liderlişi Ölçeşi, Öşretmen Profesyonelizmi Ölçeşi ve Alglanan Stres Ölçeşi kullanlmütr. Araütrma amaçlarna uygun olarak gerçekleütirilen analizlere geçmeden önce, veri seti dikkatli bir biçimde incelenerek eksik ve hatal verilerden arndrlmütr. Analiz aüamasnda ilk olarak başml ve başmsz deşiükenlere yönelik aritmetik ortalama ve standart sapma deşerleri incelenmiütir. Deşiükenler arasndaki iliükiyi belirlemek amacyla ise Pearson momentler çarpm korelasyon katsaylar hesaplanmütr. Bir sonraki aüamada öşretmen liderlişinin kurumsal geliüme, mesleki geliüim ve meslektaülarla iü birlişi boyutlarnn alglanan stres ve öşretmen profesyonelizmi tarafndan ne derece yordandşn belirlemek amacyla aüamal çoklu regresyon analizi yaplmütr. úlgili analiz öncesinde başmsz deşiükenler arasnda çoklu başlant ile her bir başmsz deşiükenin başml deşiükenle doşrusal bir iliükisinin olup olmadş incelenmiütir. Analiz sonucunda, başmsz deşiükenler ile başml deşiüken arasnda doşrusal bir iliükinin olduşu ve başmsz deşiükenler arasnda çoklu başlant (multicollineality) sorunu oluüturacak bir iliükinin olmadş görülmüütür. Araütrmann Bulgular: Araütrma bulgular, öşretmenlerin profesyonel davranülara yönelik alglarnn ( ? = 3.96) orta düzeyin üstündeyken stres alglarnn ( ? = 1.80) orta düzeye yakn olduşunu göstermektedir. Deşiükenler arasndaki korelasyon katsaylar incelendişinde, öşretmen profesyonelizmi ile öşretmen liderlişinin kurumsal geliüme (r = .35, p < .01), mesleki geliüim (r = .36, p < .01) ve meslektaülarla iü birlişi (r = .20, p < .01) boyutlar arasnda pozitif yönde ve anlaml bir iliükilerin olduşu görülmektedir. Öte yandan, alglanan stresle öşretmen liderlişinin kurumsal geliüme (r = -.28, p < .01), mesleki geliüim (r = -.35, p < .01), meslektaülarla iü birlişi (r = -.30, p < .01) boyutlar ve öşretmen profesyonelizmi arasnda (r = -.21, p < .01) negatif yönde ve anlaml iliükilerin olduşu görülmektedir. Ayrca araütrma bulgular, öşretmen profesyonelizmi ile alglanan stres birlikte öşretmen liderlişinin kurumsal geliüme boyutunun %16'sn, mesleki geliüme boyutunun %21'ini ve meslektaülar aras iü birlişi boyutunun %11'ini açklayabildişini göstermektedir. Araütrmann Sonuçlar ve Önerileri: Araütrma sonuçlar, öşretmen profesyonelizminin ve alglanan stresin öşretmen liderlişini yordayan önemli deşiükenler olduşu düüüncesini doşrular niteliktedir. Araütrma sonuçlarna dayal olarak öşretmen profesyonelizmi ve alglanan stres deşiükenlerinin öşretmen liderlişini açklayan önemli deşiükenler olduşu söylenebilir. Bu başlamda, okulda öşretmen liderlişinin daha etkili olabilmesi için öşretmenlerin profesyonel davranülarn destekleyecek ve stres yaüamalarna neden olan etmenleri en aza indirgeyecek bir örgüt yapsnn oluüturulmas ve bunun saşlkl bir örgüt iklimiyle desteklenmesi önemli görülebilir. Öşretmenlerin liderlik becerilerini sergileyebilecekleri ve okul geliüimine katk saşlayabilecekleri okul temelli proje, araütrma ve uygulamalarda görev almalar, öşretmen liderlişinin etki alannn geniülemesine ve okulun bir bütün olarak öşrenci öşrenmesine daha fazla odaklanmasna yardmc olabilir. Öşretmen liderlişi ile alglanan stres arasndaki negatif yönlü iliüki göz önünde bulundurularak öşretmenlerin stres yaüamalarna neden olan etmenlerin ortaya çkarlmasna daha fazla önem verilmelidir. Öşretmen liderlişinin temel varsaymlarndan hareketle, okul üyelerinin ortak çabalaryla oluüturulacak daha katlmc, demokratik, profesyonel ve saşlkl bir okul ortam, okulda gerçekleütirilen öşretimin kalitesine olumlu yönde etki edebilir. Bununla birlikte araütrma örnekleminin yalnzca ilköşretim okullarnda görev yapan öşretmenlerden oluümuü olmas bir snrllk olarak kabul edilm

Öğretmen Liderlişi, Öğretmen Profesyonelizmi ve Alglanan Stres Arasndaki ilişki

Problem Statement: Teacher leadership has recently attracted the attention of scholars and practitioners due to its promotion of student learning and school improvement. Thus, there is a need for investigating the construct of teacher leadership and its relationship with various organizational and personal variables. Considering the fact that research on teacher leadership is scarce, the present study may serve as an important data source for policy makers in regard to developing high-quality teaching and learning in schools. Purpose of the Study: This study sought to examine the relationships between teacher leadership, teacher professionalism, and perceived stress. Teacher leadership was the dependent variable of the study, whereas teacher professionalism and perceived stress were the independent variables. Method: The present study employed a correlational research model where two independent variables and one dependent variable were used. A total of 302 teachers participated in the study. The Teacher Leadership Scale, Teacher Professionalism Scale, and Perceived Stress Scale were used to gather data. Descriptive statistics, Pearson's product-moment correlation coefficients, and a stepwise multiple-regression analysis were used to analyze the data. Findings: Results indicated that there were positive and significant relationships between teacher professionalism and dimensions of teacher leadership, such as institutional improvement (r = .35, p < .01), professional improvement (r = .36, p < .01), and collaboration among colleagues (r = .20, p < .01). However, there were negative and significant relationships between perceived stress and dimensions of teacher leadership, such as institutional improvement (r = -.28, p < .01), professional improvement (r = -.35, p < .01), collaboration among colleagues (r = -.30, p < .01), and teacher professionalism (r = -.21, p < .01). Professionalism and perceived stress together explained 16% of the total variance in the institutional-improvement dimension, 21% in the professional-improvement dimension, and 11% in the collaborationamong-colleagues dimension. Conclusion and Recommendations: Results confirmed that teacher professionalism and perceived stress were important variables predicting teacher leadership. In this regard, an organizational structure supporting the professional behaviors of teachers and minimizing the factors causing them to experience stress should be created, and a school's organizational structure should be supported by a healthy organizational climate to promote teacher leadership.
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Eurasian Journal of Educational Research-Cover
  • ISSN: 1302-597X
  • Başlangıç: 2015
  • Yayıncı: Anı Yayıncılık
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