Teachers’ perceptions and expectations of teacher leadership <p>Öğretmenlerin öğretmen liderliğine ilişkin algıları ve beklentileri
Keywords:
Teacher leadership, leadership, teacher, primary school, middle school, öğretmen liderliği, liderlik, öğretmen, ilkokul, ortaokulAbstract
In the study, it is aimed to determine elementary and middle school teachers’, who work in the central county of Kütahya, perceptions and expectations of their leadership roles, the existence and level of the correlations between their perceptions and expectations and to what extent these teachers exhibit teacher leadership. Differences in perceptions and expectations across variables such as gender, branch, seniority, graduated school type are also researched. Data were gathered using the “Teacher Leadership Scale” developed by Beycioğlu and Aslan (2010). Quantitative data on 623 scale forms gathered from the participants have been analyzed. Findings imply that at schools, teacher leadership was exhibited to a certain degree, and the expectations of teacher leadership were higher than the perceptions. Expectations of teacher leadership did not vary across branches while perceptions did vary. Classroom teachers had higher perceptions in the sub factors of vocational development and collaboration with colleagues. Female teachers had higher perceptions and expectations of teacher leadership than male teachers. It is concluded that the results of this research may contribute to the comprehension of the status of teacher leadership at our schools.
Özet
Çalışmada Kütahya ili merkez ilçesinde görev yapan ilkokul ve ortaokul öğretmenlerinin liderlik rollerine ilişkin algıları, beklentileri, algılar ile beklentiler arasındaki ilişkilerin varlığı ve düzeyi ile bu öğretmenlerin ne derece liderlik sergilediklerinin saptanması amaçlanmıştır. Cinsiyet, branş, kıdem, mezun olunan okul türü gibi değişkenlere göre algı ve beklentilerde farklılık olup olmadığının belirlenmesi de amaçlanmıştır. Beycioğlu ve Aslan (2010) tarafından geliştirilen “Öğretmen Liderliği Ölçeği” ile veriler toplanmıştır. Katılımcılara uygulanan 623 ölçek formundan elde edilen nicel veriler analiz edilmiştir. Bulgulara göre okullarda öğretmen liderliğinin belirli düzeylerde sergilendiği ve öğretmen liderliğine ilişkin beklentilerin algılardan daha yüksek olduğu saptanmıştır. Öğretmen liderliğine ilişkin beklentilerde branşa dayalı bir farklılık saptanmazken, algılarda branşa dayalı farklılıklara rastlanmıştır. Sınıf öğretmenlerinin, mesleki gelişim ve meslektaşlarla işbirliği boyutlarında diğer branşlara kıyasla daha yüksek düzeyde algıya sahip oldukları saptanmıştır. Kadın öğretmenlerin erkek öğretmenlere göre öğretmen liderliğine ilişkin algılarının ve beklentilerinin daha fazla olduğu saptanmıştır. Araştırma sonuçlarının, öğretmen liderliğinin okullarımızdaki durumunun anlaşılmasına katkı sağlayabileceği çıkarımında bulunulmuştur.
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