Yusuf CERİT, Hatice KADIOĞLU ATEŞ, Serkan KADIOĞLU

Etkili Okul Müdürlerinin Liderlik Nitelikleri ile Öğretmenlerin Değişime Açık Olma Düzeyleri Arasındaki İlişki

Bu çalışmanın amacı etkili liderlik nitelikleri ile sınıf öğretmenlerinin değişime açık olma düzeyleri arasındaki ilişkiyi incelemektir. Bu çalışmanın verileri 2016-2017 öğretim yılında Bolu il merkez ilçe sınırları içerisinde yer alan ilkokullarda görev yapan 275 sınıf öğretmeninden elde edilmiştir. Araştırmanın verileri Sharma (2010) tarafından geliştirilen Etkili Liderlik Nitelikleri Ölçeği, Smith ve Hoy (2007) tarafından geliştirilen ve Demirtaş (2012) tarafından Türkçeye uyarlanan Okulun Değişime Açıklık Ölçeği’nin “öğretmenlerin değişime açıklığı” boyutu kullanılarak elde edilmiştir. Verilerin analizinde aritmetik ortalama ve standart sapma, korelasyon ve regresyon analizi kullanılmıştır. Araştırmada etkili liderlik nitelikleri ile öğretmenlerin değişime açık olma düzeyleri arasında olumlu ve anlamlı ilişki olduğu ve etkili liderlik niteliklerinin öğretmenlerin değişime açık olmalarının anlamlı bir açıklayıcısı olduğu bulunmuştur.

The Relationship Between Effective Leadership Qualities and Classroom Teachers’ Openness to Change

The purpose of the present study was to explore the relationship between effective leadership qualities and classroom teachers’ openness to change. Data in this study were collected from a total number of 275 classroom teachers. Teachers’ openness to change was measured using teachers’ openness to change subscale of the faculty openness to change questionnaire developed by Smith ve Hoy (2007) and was adapted by Demirtaş (2012), and effective leadership qualities was measured using effective leadership qualities developed by Sharma (2010). 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 classroom teachers’ openness to change, and effective leadership qualities was significantly predictor of classroom teachers’ openness to change.

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