Okul Yöneticilerinin Motivasyonel Dili ile Öğretmen Öz Yeterliği Arasındaki İlişki Üzerine Bir Çalışma

Yıl 2018, Cilt: 6 Sayı: 2, 177 - 183, 11.04.2018

Selçuk Demir

https://doi.org/10.18506/anemon.384848

Cited By: 7

Öz

Bu
çalışmada okul yöneticilerinin kullandığı motivasyonel dil ile öğretmen öz
yeterliği arasındaki ilişkinin tespit edilmesi amaçlanmıştır. Araştırmada
ilişkisel tarama modeli kullanılmıştır. Araştırmanın örneklemini, Hatay il
merkezinde bulunan Milli Eğitim Bakanlığına bağlı kamu ortaokullarında
2017–2018 eğitim-öğretim yılında görev yapmakta olan öğretmenler arasından
yansız olarak seçilmiş 26 okulda çalışan 321 öğretmen oluşturmaktadır.
Verilerin toplanmasında “Motivasyonel Dil Ölçeği” ve “Öğretmen Öz Yeterlik
Ölçeği” kullanılmıştır. Veriler SPSS programı ile analiz edilmiştir. Araştırma
bulgularına göre; okul müdürünün kullandığı motivasyonel dil öğretmen öz
yeterliğini pozitif ve anlamlı olarak yordamaktadır. Ayrıca, motivasyonel dilin
empatik dil alt boyutu öğretmen öz yeterliğini anlamlı olarak yordarken,
yönlendirici dil ve anlam oluşturucu dil alt boyutları öğretmen öz yeterliğini
anlamlı olarak yordamamaktadır. Öğretmen öz yeterliğini arttırmak için okul
yöneticisinin algılanan motivasyonel dilini güçlendirme ve geliştirmeye yatırım
yapmalarında fayda görülmektedir.

Anahtar Kelimeler

Motivasyonel Dil, Öz Yeterlik, Okul Yöneticisi, Öğretmen

A Study on the Relationship Between School Administrators’ Motivational Language and Teacher Self-Efficacy

Öz

In
this study, it was aimed to determine the relationship between school
administrators’ motivational language and teacher self-efficacy. Survey-based
relational design was used. The research sample consists of 321 teachers in 26
schools that were selected randomly from the middle schools affiliated to the
Ministry of National Education at Hatay’s city center in 2017-2018 academic
year. Data analyses were performed with the program of SPSS. Data were
collected by “Motivational Language Scale” and “Teacher Self-Efficacy Scale”.
According to the study findings, motivational language used by school
administrators positively and significiantly predicts teacher self-efficacy.
While empathetic sub-scale and sub-dimension of motivational language
significantly predict teacher self-efficacy, directing-giving and
meaning-making do not predict. It may be beneficial for school managers to
invest in developing and strengthening motivational language in order to
enhance teacher self–efficacy.   

Anahtar Kelimeler

Motivational Language, Self-Efficacy, School Manager, Teacher

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