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Dönüşümcü Liderlik ve Öğretim Asistanlarının Öz-yeterlikleri

Bu çalışmanın amacı öğretim üyelerinin dönüşümcü liderlik davranışlarıyla öğretim asistanlarının öğretim öz-yeterlikleri arasındaki ilişkiyi araştırmaktır. Nicel veriler demografi anketi, MLQ 5x formu (yalnızca dönüşümcü liderlik maddeleri) ve Öğretim Asistanı Öz-yeterlik Ölçeği (GTSES) ile toplanmıştır. Regresyon, çoklu regresyon, lojistik regresyon ve betimleyici istatistikler ile analiz yapılmıştır. Bulgular öğretim üyelerinin dönüşümcü liderlik davranışlarının hiç birinin (idealize edilmiş etki davranışı, idealize edilmiş etki atıf, ilham verici motivasyon, bireyselleştirilmiş ilgi ve entelektüel uyarım) öğretim asistanlarının öğretim öz-yeterliklerini yordamada istatistiki bir öneme haiz olmadığını göstermiştir. Öğretim asistanlarının asistanlıktaki yılları ile öğretim öz-yeterlikleri arasında pozitif bir ilişki bulunmuş [p = .008], ayrıca öğretim asistanlarının öz-yeterliklerinin öğretim asistanlığı memnuniyetlerini yordadığı [(Hosmer & Lemeshow) x2 = 3.762, p = .807] saptanmıştır. Öğretim üyelerinin dönüşümcü liderlik davranışlarının öğretim asistanlarının memnuniyetlerini yordadığı gözlenmiştir [Model x2(1) = 41.03, p < .05].

Anahtar Kelimeler:

Dönüşümcü liderlik, öz-yeterlik

Transformational Leadership and Teaching Assistants’ Self-Efficacies

The overall purpose of this study was to investigate the relationship between transformational leadership behaviors of faculty supervisors and the graduate teaching self-efficacies of graduate teaching assistants. Quantitative data were collected on three surveys including a demographic survey, MLQ form 5x (only transformational leadership items), and Graduate Teaching Self-Efficacy Scale (GTSES). The statistical tests carried out were regression, multiple regression, and logistic regression along with descriptive statistics. Findings showed none of the transformational leadership behaviors (i.e., idealized influence behavior, idealized influence attribute, inspirational motivation, individualized consideration, and intellectual stimulation) of faculty supervisors were statistically significant predictors of graduate assistant teaching self-efficacies. There was a positive statistically significant relationship between number of years as a TA and teaching self-efficacy [p = .008], Teaching self-efficacies of the TAs significantly predicted their satisfaction as a TA [(Hosmer & Lemeshow) x2 = 3.762, p = .807]. Transformational leadership behaviors of faculty supervisors predicted the satisfaction of TAs graduate teaching assistants [Model x2(1) = 41.03, p < .05].

Keywords:

Transformational leadership, self-efficacy,

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