Publication: Otantik liderlik, öğretmen yaratıcılığı, yenilikçiliği ve mutluluğu arasındaki ilişkilerin analizi : bir karma yöntem araştırması
Abstract
Bu araştırmanın amacı, eğitim örgütleri bağlamında otantik liderlik ile öğretmen yaratıcılığı ve yenilikçiliği arasındaki ilişkiyi ve bu ilişkide öğretmen mutluluğunun aracılık rolünün olup olmadığını tespit etmek, okul müdürlerinin otantik liderlik ile ilgili algılarını ve deneyimlerini daha derin bir şekilde değerlendirmektir. Bu araştırmada sıralı açıklayıcı karma yöntem kullanılmıştır. Araştırmanın nicel bölümü için nedensel karşılaştırma deseni ve nitel bölümü için olgubilim (fenomenoloji) deseni kullanılmıştır. Nicel kısmın örneklemi, 2020/ 2021 eğitim-öğretim yılında İstanbul ilinde resmi okullarda görev yapan uygun örnekleme yöntemi ile seçilmiş 907 öğretmenden oluşmaktadır. Nitel veriler, amaçlı örnekleme yöntemlerinden maksimum çeşitlilik ile seçilmiş 14 okul müdüründen toplanmıştır. Araştırmanın nicel verileri, araştırma kapsamında geliştirilen Otantik Liderlik Ölçeği ve gerekli izinler alınarak Öğretmen Yenilikçiliği Ölçeği, Yaratıcılık Ölçeği ve Mutluluk Ölçeği kullanılarak toplanmıştır. Nitel veri toplamak için yarı yapılandırılmış görüşme formundan yararlanılmıştır. Araştırmada, önce nicel veriler toplanmış ve analiz edilmiştir. Nicel verilerden elde edilen bulgular ışığında nitel veriler toplanmış ve analiz edilmiştir. Nicel veri sonuçları nitel verilerle detaylandırılarak açıklanmıştır. Araştırmanın nicel verilerinin analizi için SPSS 22.0 ve AMOS 22.0 programları kullanılmıştır. Nicel verilerin analizi parametrik istatiksel analiz teknikleri ile yapısal eşitlik modeli kullanılarak yapılmıştır. Toplanan nitel veriler betimsel analiz yöntemi kullanılarak analiz edilmiştir. Bu analizde nicel araştırmada belirlenmiş olan temalara göre nitel araştırmada elde edilen verilerin özetlenmesi ve yorumlanmasını içermektedir. Araştırma sonuçlarına göre okul müdürleri çoğu zaman otantik liderlik davranışları sergilemektedir. Okul müdürlerinin otantik liderlik davranışlarına ilişkin en fazla öz farkındalık boyutu algılanmaktadır. Bunu sırasıyla ahlak ve karar alma, şeffaflık boyutları takip etmektedir. Okul müdürleri özfarkındalığa ilişkin; olumlu ve olumsuz yönlerini fark etme, geçmişten ders alma, güçlü zayıf yönlerini kurumda kullanma, zayıf yönden kendini geliştirme fırsatı, bireysel kimliğine güveninin motivasyona etkisi, başkaları üzerindeki etkisinin farkında olmaya dair görüş belirtmişlerdir. Okul müdürleri şeffaflığa ilişkin; iç paydaşlarla ilişkilerinde şeffaflık, dış paydaşlara şeffaflık, şeffaflığın liderliğe etkisi, şeffaflığın yolları, hesapverebilirlik, duygu ve düşüncede şeffaflık, performans paylaşımı konularında görüş ifade etmişlerdir. Okul müdürlerinin karar alma ve ahlak boyutuna yönelik görüşleri incelenmiş ve kararda dikkat edilecek hususlar, karar almada engelleri aşma, tarafsızlık, bilgi ve güven ilişkisi, ahlaklı lider davranışının kuruma etkisi, önyargıları aşma, kararları ahlaki bakış açısına göre almaya ilişkin ifadelere odaklandıkları tespit edilmiştir. Öğretmenlerin yaratıcılık, yenilikçilik ve mutluluk düzeyleri ayrı ayrı incelenmiş ve her bir düzey yüksek olarak tespit edilmiştir. Bu düzeyleri, cinsiyet, yaş, mesleki kıdem, kurum kıdemi, eğitim düzeyi, okul kademesi, medeni hal değişkenlerine göre incelenmiştir. Araştırma sonuçları, otantik liderliğin öğretmen yaratıcılığı, yenilikçiliği ve mutluluğu üzerinde etkili olduğunu ortaya koymaktadır. Bu nedenle eğitim yönetiminde otantik liderlik uygulamalarına önem verilmelidir. Eğitim örgütleri bağlamında otantik liderlik konusunu ele alan ampirik çalışmaların sayısı oldukça sınırlıdır. Mevcut araştırmanın literatürdeki bu sınırlılığı azaltacağı ve bu çalışmada geliştirilen Otantik Liderlik Ölçeği ile literatüre katkı sağlayacağı düşünülmektedir.
The aim of this research is to examine the relationship between authentic leadership and teacher creativity and innovation, to determine whether teacher happiness has a mediating role in this relationship and to analyze more deeply the perceptions and experiences of school principals about authentic leadership. In this study, explanatory sequential mixed method was used. The causal comparison design was used for the quantitative part of the study and the phenomenology design was used for the qualitative part. The sample of the quantitative part consisted of 907 teachers who were selected by convenience sampling method, working in state schools in Istanbul in the 2020/ 2021 academic year. Qualitative data were collected from 14 school principals who were selected from purposive sampling methods with maximum variation.Quantitative data of the research were collected by making use of the Authentic Leadership Scale which was developed within the scope of this research and the Teacher Innovativeness Scale, Creativity Scale and Happiness Scale. A semi-structured interview form was used to collect qualitative data. In the research, firstly, quantitative data were collected and analyzed. Based on the findings obtained from the quantitative data, qualitative data were collected and analyzed. Quantitative data results are explained in detail with qualitative data.SPSS 22.0 and AMOS 22.0 programs were used for the analysis of the quantitative data of the study. The analysis of quantitative data was made using parametric statistical analysis techniques and structural equation modeling. The collected qualitative data were analyzed using the descriptive analysis method. This analysis includes summarizing and interpreting the data obtained in the qualitative research according to the themes determined in the quantitative research. According to the results of the research, school principals often exhibit authentic leadership behaviors. The results revealed that school principals mostly exhibited self-awareness behaviors. This is followed by the dimensions of morality and decision-making, and transparency. School principals have stated the following views regarding self-awareness: Recognizing their positive and negative aspects, learning from the past, using their strengths in the institution, developing their weaknesses, the motivational effect of the confidence in their individual identity, being aware of the impact on others. School principals have stated that transparency is: Transparency in relations with internal stakeholders, transparency to external stakeholders, the effect of transparency on leadership, ways of transparency, accountability, transparency in emotion and thought, sharing of performance. School principals' views of decision-making and morality have been examined and have been found to focus on the following statements. Points to consider when decision-making the specific aspects of the resolution include overcoming obstacles in decision-making, impartiality, a relationship of knowledge and trust, the effect of moral leadership behavior on the institution, overcoming prejudices, and decision-making in a moral sense. Teachers' perceived creativity, innovativeness and happiness levels were examined separately and each level was determined as high. These levels were examined according to the variables of teachers' gender, age, professional seniority, institutional seniority, education level, school level, and marital status variables. Research results reveal that authentic leadership is effective on teacher creativity, innovativeness and happiness. For this reason, authentic leadership practices should be given importance in educational administration. The number of empirical studies on authentic leadership in the context of educational organizations is quite limited. It is thought that the present research will reduce this limitation in the literature and contribute to the literature with the Authentic Leadership Scale developed in this study.
The aim of this research is to examine the relationship between authentic leadership and teacher creativity and innovation, to determine whether teacher happiness has a mediating role in this relationship and to analyze more deeply the perceptions and experiences of school principals about authentic leadership. In this study, explanatory sequential mixed method was used. The causal comparison design was used for the quantitative part of the study and the phenomenology design was used for the qualitative part. The sample of the quantitative part consisted of 907 teachers who were selected by convenience sampling method, working in state schools in Istanbul in the 2020/ 2021 academic year. Qualitative data were collected from 14 school principals who were selected from purposive sampling methods with maximum variation.Quantitative data of the research were collected by making use of the Authentic Leadership Scale which was developed within the scope of this research and the Teacher Innovativeness Scale, Creativity Scale and Happiness Scale. A semi-structured interview form was used to collect qualitative data. In the research, firstly, quantitative data were collected and analyzed. Based on the findings obtained from the quantitative data, qualitative data were collected and analyzed. Quantitative data results are explained in detail with qualitative data.SPSS 22.0 and AMOS 22.0 programs were used for the analysis of the quantitative data of the study. The analysis of quantitative data was made using parametric statistical analysis techniques and structural equation modeling. The collected qualitative data were analyzed using the descriptive analysis method. This analysis includes summarizing and interpreting the data obtained in the qualitative research according to the themes determined in the quantitative research. According to the results of the research, school principals often exhibit authentic leadership behaviors. The results revealed that school principals mostly exhibited self-awareness behaviors. This is followed by the dimensions of morality and decision-making, and transparency. School principals have stated the following views regarding self-awareness: Recognizing their positive and negative aspects, learning from the past, using their strengths in the institution, developing their weaknesses, the motivational effect of the confidence in their individual identity, being aware of the impact on others. School principals have stated that transparency is: Transparency in relations with internal stakeholders, transparency to external stakeholders, the effect of transparency on leadership, ways of transparency, accountability, transparency in emotion and thought, sharing of performance. School principals' views of decision-making and morality have been examined and have been found to focus on the following statements. Points to consider when decision-making the specific aspects of the resolution include overcoming obstacles in decision-making, impartiality, a relationship of knowledge and trust, the effect of moral leadership behavior on the institution, overcoming prejudices, and decision-making in a moral sense. Teachers' perceived creativity, innovativeness and happiness levels were examined separately and each level was determined as high. These levels were examined according to the variables of teachers' gender, age, professional seniority, institutional seniority, education level, school level, and marital status variables. Research results reveal that authentic leadership is effective on teacher creativity, innovativeness and happiness. For this reason, authentic leadership practices should be given importance in educational administration. The number of empirical studies on authentic leadership in the context of educational organizations is quite limited. It is thought that the present research will reduce this limitation in the literature and contribute to the literature with the Authentic Leadership Scale developed in this study.