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Year 2015, Volume: 14 Issue: 54, 0 - , 01.04.2015

Betül Balkar , Mahmut Kalman

https://doi.org/10.17755/esosder.48928
Cited By: 2

Abstract

The purpose of the present study was to determine whether school climate-teacher morale, instructional management and instructional supervision subdimensions of instructional leadership and accountable management and bureaucratic management subdimensions of administrative leadership correctly classify three groups into which 19 countries were categorized depending on their approaches to training of prospective school principals (pre-appointment training, post-appointment training and appointment without any training or preparation). Correlational survey model was used in this research as the researchers attempted to analyze correlations between variables and the level of correlations. Data were extracted from TALIS 2008 Principal Questionnaire (Teaching and Learning International Survey). Discriminant analysis was employed to examine correct classification levels of countries by the variables included in this study. Results indicated that school principals were correctly classified into three different groups at a rate of 51% in terms of school climate (teacher morale), instructional management, instructional supervision, accountable management and bureaucratic management. The findings of the research demonstrated that the most effective independent variables in classifying the countries into groups correctly were instructional management, school climate and instructional supervision, respectively. Based on the findings, it may be suggested that instructional leadership and school climate, specifically, must be included in the trainings organized for school principal positions

Keywords

School principal appointment approaches training for school principal TALIS 2008 discriminant analysis

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OKUL İKLİMİ, ÖĞRETİMSEL LİDERLİK VE YÖNETSEL LİDERLİK DEĞİŞKENLERİNİN OKUL YÖNETİCİLİĞİNE ATAMA YAKLAŞIMLARI AÇISINDAN AYIRT EDİCİLİK DÜZEYİ

Year 2015, Volume: 14 Issue: 54, 0 - , 01.04.2015

Betül Balkar , Mahmut Kalman

https://doi.org/10.17755/esosder.48928
Cited By: 2

Abstract

Bu araştırmanın amacı; okul iklimi-öğretmen morali, öğretimsel liderliğinin alt boyutları olan öğretimsel yönetim ve öğretimsel denetim ile yönetsel liderliğin alt boyutları olan hesapverebilir yönetim ve bürokratik yönetim değişkenlerinin okul müdürü olabilmek için yöneticilik eğitimine yer verme biçimleri açısından üç gruba (atama öncesi eğitim veren, atama sonrası eğitim veren ve eğitim vermeden yöneticilik görevine atayan) ayrılan 19 ülkenin yer aldıkları grupları doğru sınıflandırma düzeyini belirlemektir. Araştırmada değişkenler arasındaki ilişkiler ve ilişki dereceleri analiz edilmesinden dolayı, araştırma ilişkisel tarama modeli kullanılarak gerçekleştirilmiştir. Araştırmanın verileri, TALIS (Uluslararası Öğretme ve Öğrenme Anketi) 2008 okul müdürü anketinden derlenerek elde edilmiştir. Araştırmada ele alınan değişkenlerin ülkeleri doğru sınıflandırma düzeyleri diskriminant analizi ile belirlenmiştir. Sınıflandırma sonuçlarına göre, üç farklı grupta yer alan ülkelerdeki okul yöneticileri; okul iklimi (öğretmen morali), öğretimsel yönetim, öğretimsel denetim, hesapverebilir yönetim ve bürokratik yönetim değişkenlerine göre ayrıldığında herhangi bir yöneticinin yer aldığı grubun doğru sınıflandırılma değeri % 51’dir. Elde edilen bulgulara göre, ülkeleri doğru sınıflandırmada en fazla katkısı bulunan bağımsız değişkenler sırasıyla öğretimsel yönetim, okul iklimi ve öğretimsel denetimdir. Araştırmanın sonuçlarına dayalı olarak; okul yöneticiliğine atamada kullanılan yöneticilik eğitimlerinde özellikle öğretimsel liderlik ve okul iklimi konularına yer verilmesi önerilmektedir.

Keywords

Okul yöneticisi atama yaklaşımları okul yöneticiliği eğitimi TALIS 2008 diskriminant analizi

References

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  • Evans, L .(1997). Understanding teacher morale and job satisfaction. Teaching and Teacher Education. 13(8), 831-845.
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  • Garcia-Garduno J. M., Slater, C. L. and Lopez-Gorosave, G. (2011). Beginning elementary principals around the world. Management in Education, 25(3), 100-105.
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  • Hallinger, P. (2005). Instructional leadership and the school principal: A passing fancy that refuses to fade away. Leadership and Policy in Schools, 4(3), 221-239.
  • Hallinger, P., Leithwood, K. and Heck, R. H. (2010). Instructional leadership. In Penelope Peterson, Eva Baker and Barry Mcgaw (Eds.). International encyclopedia of education, (3rd Ed.), Vol. 5, Oxford: Academic Press.
  • Heck, R. H. and Hallinger, P. (2010). Testing a longitudinal model of distributed leadership effects on school improvement. The Leadership Quarterly, 21, 867-885.
  • Hilbe, J. (1992). Regression based dichotomous
  • discriminant analysis. Stata Technical Bulletin, STB-5, January, 13-17. http://www.stata.com/products/stb/journals/stb5.pdf.
  • Horng, E., and Loeb, S. (2010). New thinking about instructional leadership. Phi Delta Kappan, 92(3), 66-69.
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There are 88 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Betül Balkar

Mahmut Kalman

Publication Date April 1, 2015
Submission Date April 1, 2015
Published in Issue Year 2015 Volume: 14 Issue: 54

Cite

APA Balkar, B., & Kalman, M. (2015). OKUL İKLİMİ, ÖĞRETİMSEL LİDERLİK VE YÖNETSEL LİDERLİK DEĞİŞKENLERİNİN OKUL YÖNETİCİLİĞİNE ATAMA YAKLAŞIMLARI AÇISINDAN AYIRT EDİCİLİK DÜZEYİ. Elektronik Sosyal Bilimler Dergisi, 14(54). https://doi.org/10.17755/esosder.48928

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