Publication: Öğretmen ataleti ile okul yöneticilerinin liderlik stilinin öğretmen performansına etkisi
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Okul yöneticisinin liderliğinin özellikle dönüşümcü liderliğin öğretmen performansı üzerinde önemli bir etkisi vardır. Dönüşümcü liderler, başkalarını önemli değişiklikler yaratmaya yönlendirebilirler. Ayrıca, öğretmen ataleti öğretmen performansı üzerinde önemli bir etkiye sahiptir. Bu bağlamda bu araştırmada, öğretmen ataleti, okul yöneticisinin liderlik stili ve öğretmen performansı arasındaki ilişkiler incelenmiştir. Araştırmada karma yöntem araştırma desenlerinden keşfedici desen de denilen keşfedici sıralı karma yöntem kullanılmıştır. Araştırmanın nitel boyutunda araştırmacı tarafından geliştirilen yarı yapılandırılmış görüşme formu 25 öğretmene uygulanmıştır. İçerik analizi nitel verilerin analizinde kullanılmıştır. Veri toplama aracı olarak kullanılan üç ölçek araştırmanın nicel boyutunda yer almaktadır. Nicel verilerin toplanmasında araştırmacı tarafından geliştirilen Atalet Ölçeği ile Okul Müdürleri Liderlik Stili Ölçeği ve Öğretmen Performans Değerlendirme Ölçeği uygulanmıştır. Nicel verilerin analizinde parametrik istatistiksel analiz teknikleri kullanılmıştır. Öğretmen ataleti, okul müdürlerinin liderlik stili ve öğretmen performansı arasındaki ilişkileri incelemek için YEM (Yapısal Eşitlik Modeli) kullanılmıştır. Araştırmanın geçerliği ve güvenirliğinin sağlanması için gerekli adımlar takip edilmiştir. Ataletin anlamı, bilgi ataleti, eylem ataleti, psikolojik atalet, ataletin nedenleri, ataletin sonuçları ve ataletin engellenmesi için alınacak önlemler araştırmanın nitel kısmında elde edilmiştir. Araştırmanın nicel sonuçlarına göre; genel öğretmen ataleti orta düzeydedir. Öğretmenlerin algıladıkları toplam öğretmen ataleti katılımcı öğretmenlerin cinsiyetlerine ve mezun olduğu okula göre farklılaşma göstermemektedir. Ancak öğretmenlerin algıladıkları toplam öğretmen ataleti katılımcı öğretmenlerin yaşlarına, mezuniyet düzeyine, öğretmenlik kıdemine, okul kıdemine, okul kademesi ve çalışılan okuldaki öğretmen sayısına göre farklılaşmaktadır. Dönüşümcü (Transformasyonel) Liderlik, Serbest Bırakıcı Liderlik (Laissez-Faire) ve Sürdürümcü (Transaksiyonel) Liderlik boyutlarında kendi okul yöneticilerini liderlik stili bakımından değerlendirmeleri katılımcı öğretmenlerin, cinsiyetine, yaşlarına, mezuniyet düzeylerine, mezun olduğu okula, okul kıdemine göre farklılaşmamakta iken öğretmenlik kıdemi, okul kademesi ve okuldaki öğretmen sayısına göre farklılaşmaktadır. Öğretmenlerin kendi performanslarını değerlendirmeleri ise cinsiyete göre farklılaşmamakta ancak yaş, mezuniyet düzeyi, mezun olduğu okul, öğretmenlik kıdemi, okul kıdemi, okul kademesi ve okuldaki öğretmen sayısına göre farklılaşmaktadır. Dönüşümcü liderlik arttıkça öğretmenlerin performansı artmakta iken, serbest bırakıcı liderlik ve sürdürümcü liderlik arttıkça öğretmenlerin performansı azalmaktadır. Okul yöneticilerinin liderlik stili değişkeni öğretmen performansı değişkenini anlamlı bir şekilde yordamaktadır. Dönüşümcü liderlik arttıkça öğretmen ataleti azalmakta iken, serbest bırakıcı liderlik ve sürdürümcü liderlik arttıkça öğretmen ataleti de artmaktadır. Okul yöneticilerinin liderlik stili değişkeni öğretmen ataleti değişkenini anlamlı bir şekilde yordamaktadır. Öğretmen ataleti arttıkça öğretmenlerin performansı azalmaktadır. Öğretmen ataleti değişkeni öğretmen performansı değişkenini anlamlı bir şekilde yordamaktadır. Mevcut çalışmanın üç değişkeni arasındaki yapısal ilişkileri gösteren analizlere göre; liderlik stili ile öğretmen performansı arasında öğretmen ataletinin kısmi aracı rolü bulunmaktadır. Araştırmacılar ve uygulayıcılara yönelik öneriler araştırma sonuçlarına uygun olarak sunulmuştur.
Leadership of school administrator, especially transformational leadership has a significant impact on teacher performance. Transformational leaders can lead others to create significant changes. In addition, teacher inertia has a significant effect on teacher performance. In this context, this study examined the relationships between teacher inertia perceived by teachers, leadership style of school administrator and teacher performance. Exploratory sequential mixed method, also called exploratory design, was used in the study. In the qualitative dimension of the study, a semi-structured interview form developed by the researcher was applied to 25 teachers. Content analysis was used to analyze the qualitative data. Three scales to be used as data collecting tool are in quantitative dimension of study. Inertia Scale which has been developed by the researcher in addition to the School Principals Leadership Style Scale and Teacher Performance Evaluation Scale were applied for collecting quantitative data. Parametric statistical analysis techniques were used to analyze quantitative data. SEM (Structural Equation Model) was used to examine the relationships between teacher inertia, school principals' leadership style and teacher performance. The necessary steps were followed to ensure the validity and reliability of the research. The meaning of inertia, knowledge inertia, action inertia, psychological inertia, causes of inertia, consequences of inertia and precautions which would be taken for prevent inertia were obtained in the qualitative part of the research. According to the quantitative results of the study; general teacher inertia is at moderate level. The total teacher inertia perceived by the teachers does not differ according to the gender of the participant teachers and the school they graduated from. However, the total teacher inertia perceived by the teachers differs according to the age, graduation level, professional seniority, seniority in the school they work in, school level and the number of teachers in the school. Whereas in the dimensions of Transformational Leadership, Laissez-Faire Leadership and Transactional Leadership, the participant teachers' evaluations of their own school administrators in terms of leadership style do not differ according to their gender, age, graduation level, the school they graduated from, seniority in the school they work in, they differ according to their professional seniority, school level and number of teachers in the school. Teachers' evaluations of their own performances do not differ according to gender while they differ according to age, graduation level, the school they graduated from, professional seniority, seniority in the school they work in, school level and number of teachers in the school. While teachers’ performance increases with transformational leadership rising, with laissez-faire leadership and transactional leadership rising, teachers' performance decreases. The leadership style variable of school principals predicts significantly the teacher performance variable. As transformational leadership increases, teachers' inertia decreases whereas as laissez-faire leadership and transactional leadership increase, teachers' inertia increases. The leadership style variable of school principals significantly predicts the o teacher inertia variable. As long as teacher inertia increases, teachers' performance decreases. Teacher inertia variable significantly predicts teacher performance variable. According to the structural relationships between the three variables of the current study are examined; teacher inertia has a partial mediating role between leadership style and teacher performance. Suggestions for researchers and practitioners are presented in accordance with the research results.
Leadership of school administrator, especially transformational leadership has a significant impact on teacher performance. Transformational leaders can lead others to create significant changes. In addition, teacher inertia has a significant effect on teacher performance. In this context, this study examined the relationships between teacher inertia perceived by teachers, leadership style of school administrator and teacher performance. Exploratory sequential mixed method, also called exploratory design, was used in the study. In the qualitative dimension of the study, a semi-structured interview form developed by the researcher was applied to 25 teachers. Content analysis was used to analyze the qualitative data. Three scales to be used as data collecting tool are in quantitative dimension of study. Inertia Scale which has been developed by the researcher in addition to the School Principals Leadership Style Scale and Teacher Performance Evaluation Scale were applied for collecting quantitative data. Parametric statistical analysis techniques were used to analyze quantitative data. SEM (Structural Equation Model) was used to examine the relationships between teacher inertia, school principals' leadership style and teacher performance. The necessary steps were followed to ensure the validity and reliability of the research. The meaning of inertia, knowledge inertia, action inertia, psychological inertia, causes of inertia, consequences of inertia and precautions which would be taken for prevent inertia were obtained in the qualitative part of the research. According to the quantitative results of the study; general teacher inertia is at moderate level. The total teacher inertia perceived by the teachers does not differ according to the gender of the participant teachers and the school they graduated from. However, the total teacher inertia perceived by the teachers differs according to the age, graduation level, professional seniority, seniority in the school they work in, school level and the number of teachers in the school. Whereas in the dimensions of Transformational Leadership, Laissez-Faire Leadership and Transactional Leadership, the participant teachers' evaluations of their own school administrators in terms of leadership style do not differ according to their gender, age, graduation level, the school they graduated from, seniority in the school they work in, they differ according to their professional seniority, school level and number of teachers in the school. Teachers' evaluations of their own performances do not differ according to gender while they differ according to age, graduation level, the school they graduated from, professional seniority, seniority in the school they work in, school level and number of teachers in the school. While teachers’ performance increases with transformational leadership rising, with laissez-faire leadership and transactional leadership rising, teachers' performance decreases. The leadership style variable of school principals predicts significantly the teacher performance variable. As transformational leadership increases, teachers' inertia decreases whereas as laissez-faire leadership and transactional leadership increase, teachers' inertia increases. The leadership style variable of school principals significantly predicts the o teacher inertia variable. As long as teacher inertia increases, teachers' performance decreases. Teacher inertia variable significantly predicts teacher performance variable. According to the structural relationships between the three variables of the current study are examined; teacher inertia has a partial mediating role between leadership style and teacher performance. Suggestions for researchers and practitioners are presented in accordance with the research results.