Okul Müdürlerinin Öğretimsel Liderlik Davranışları ileÖğretmenlerin Mesleki Adanmışlıkları Arasındaki İlişkide Öznel İyiOluşun Aracı Rolü

Araştırmanın amacı, okul müdürlerinin sergiledikleri öğretimsel liderlik davranışları ile öğretmenlerin mesleki adanmışlıkları arasındaki ilişkide öznel iyi oluşun aracı rolünü yapısal eşitlik modellemesinden yararlanarak test etmektir. Araştırma, 2019-2020 eğitim ve öğretim yılında Batman ilinde görevli 238 öğretmenle yürütülmüştür. Örneklemin belirlenmesinde iki farklı yöntemden yararlanılmıştır. Öncelikle öğretmenlerin mevcut okul müdürüyle en az 6 ay birlikte çalışıyor olması göz önünde bulundurulmuş (ölçüt örnekleme) ve bu ölçütü sağlayan öğretmenlere uygun örnekleme yöntemiyle ulaşılmıştır. Veri toplama aracı olarak “Okul Müdürlerinin Öğretimsel Yönetimini Değerlendirme Ölçeği”, “Öğretmenlerin Mesleki Adanmışlık Ölçeği” ve “Öğretmen Öznel İyi Oluş Ölçeği” kullanılmıştır. Bulgular, okul müdürlerinin öğretimsel liderlik davranışlarını öğretmenlerin yeterli olarak algıladıklarını; öğretmenlerin öznel iyi oluş ve mesleki adanmışlık düzeylerinin yüksek olduğunu göstermektedir. Öğretimsel liderliğin öznel iyi oluşun ve öznel iyi oluşun da mesleki adanmışlığın anlamlı bir yordayıcısı olduğu; ancak öğretimsel liderliğin mesleki adanmışlığı anlamlı biçimde yordamadığı belirlenmiştir. Öğretimsel liderlik ile mesleki adanmışlık arasındaki ilişkide ise öznel iyi oluşun aracı rolü bulunmaktadır. Alanyazına katkı sunması beklenen araştırmanın bulguları tartışılmış, uygulayıcılara ve araştırmacılara birtakım önerilerde bulunulmuştur.

The Mediator Role of Teachers’ Subjective Well-Being in the Relationship between Principals’ Instructional Leadership and Teachers’ Professional Engagement

The aim of this study is to examine the mediating role of subjective well-being in the relationship between instructional leadership behaviors of school principals and teachers’ professional engagement through structural equation modeling. The study was conducted with 238 teachers working in Batman province in the 2019-2020 academic year. Two different methods were used to determine the sample. First of all, it was taken into consideration that the teachers had been working with the current principal for at least 6 months (criterion sampling) and teachers who met this criterion were reached through convenient sampling method. As data collection tools, “School Principals’ Instructional Management Rating Scale”, “Teachers’ Professional Engagement Scale” and “Teacher Subjective Well-being Scale” were used. The findings showed that teachers perceived the instructional leadership behaviors of school principals as sufficient. Additionally, teachers’ subjective well-being and professional engagement are high. It was also found that instructional leadership is a significant predictor of subjective well-being and subjective well-being of professional engagement; however, it was determined that instructional leadership did not significantly predict professional engagement. Subjective well-being has a mediator role in the relationship between instructional leadership and professional engagement. The findings which are anticipated to contribute to existing literature are discussed and based on them some suggestions are made for both policy makers and practitioners

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