Challenges and Facilitators in the Implementations of Teacher Leadership: A Comparative Study on Turkish and Palestinian Teachers

Najlaa J F Alnakhala; Necla Şahin Fırat

Makale detayları

Challenges and Facilitators in the Implementations of Teacher Leadership: A Comparative Study on Turkish and Palestinian Teachers

Yazarlar:

Najlaa J F Alnakhala | Necla Şahin Fırat

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Batı Anadolu Eğitim Bilimleri Dergisi Vol.15 Issue 3, pp.3425-3458

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001327050

pISSN:

1308-8971

Anahtar kelimeler:

Özet:

 The aim of this study is to examine the challenges faced by teachers in implementing teacher leadership practices, as well as the factors facilitating this leadership, among primary school teachers in Palestine and Turkey. Adopting a qualitative research approach, in-depth interviews were conducted with 12 teachers from primary schools in Izmir, Turkey, and Gaza, Palestine, during the 2023-2024 academic year. The data obtained were analyzed using content analysis. The factors hindering teacher leadership were categorized under the themes of personal barriers, principals relationship style barriers, principals management style barriers, inter-teacher relationship barriers, and teacher-parent relationship barriers. Conversely, facilitators were grouped under the themes of personal facilitators, principals facilitative attitude, inter-teacher facilitative relationships, and teacher-parent facilitative relationships. By presenting a comparative analysis of these themes, this study contributes to a nuanced understanding of teacher leadership dynamics in diverse cultural and educational contexts. The findings offer practical implications for teachers, administrators, and policymakers aiming to enhance teacher leadership practices in primary schools. Teachers in both regions face unique and shared challenges, and facilitators play a critical role in overcoming these obstacles. Recommendations include targeted training and workshops to develop teacher leadership skills, as well as providing necessary resources and fostering community and parental support.

 The aim of this study is to examine the challenges faced by teachers in implementing teacher leadership practices, as well as the factors facilitating this leadership, among primary school teachers in Palestine and Turkey. Adopting a qualitative research approach, in-depth interviews were conducted with 12 teachers from primary schools in Izmir, Turkey, and Gaza, Palestine, during the 2023-2024 academic year. The data obtained were analyzed using content analysis. The factors hindering teacher leadership were categorized under the themes of personal barriers, principals relationship style barriers, principals management style barriers, inter-teacher relationship barriers, and teacher-parent relationship barriers. Conversely, facilitators were grouped under the themes of personal facilitators, principals facilitative attitude, inter-teacher facilitative relationships, and teacher-parent facilitative relationships. By presenting a comparative analysis of these themes, this study contributes to a nuanced understanding of teacher leadership dynamics in diverse cultural and educational contexts. The findings offer practical implications for teachers, administrators, and policymakers aiming to enhance teacher leadership practices in primary schools. Teachers in both regions face unique and shared challenges, and facilitators play a critical role in overcoming these obstacles. Recommendations include targeted training and workshops to develop teacher leadership skills, as well as providing necessary resources and fostering community and parental support.

 The aim of this study is to examine the challenges faced by teachers in implementing teacher leadership practices, as well as the factors facilitating this leadership, among primary school teachers in Palestine and Turkey. Adopting a qualitative research approach, in-depth interviews were conducted with 12 teachers from primary schools in Izmir, Turkey, and Gaza, Palestine, during the 2023-2024 academic year. The data obtained were analyzed using content analysis. The factors hindering teacher leadership were categorized under the themes of personal barriers, principals relationship style barriers, principals management style barriers, inter-teacher relationship barriers, and teacher-parent relationship barriers. Conversely, facilitators were grouped under the themes of personal facilitators, principals facilitative attitude, inter-teacher facilitative relationships, and teacher-parent facilitative relationships. By presenting a comparative analysis of these themes, this study contributes to a nuanced understanding of teacher leadership dynamics in diverse cultural and educational contexts. The findings offer practical implications for teachers, administrators, and policymakers aiming to enhance teacher leadership practices in primary schools. Teachers in both regions face unique and shared challenges, and facilitators play a critical role in overcoming these obstacles. Recommendations include targeted training and workshops to develop teacher leadership skills, as well as providing necessary resources and fostering community and parental support.

 Bu çalışmanın amacı, Filistin ve Türkiyedeki ilkokullarda görev yapan öğretmenlerinin öğretmen liderliği uygulamalarında karşılaştıkları engeller ve bu liderliği kolaylaştıran unsurları incelemektedir. Nitel araştırma yönteminin benimsendiği araştırmada, 2023-2024 eğitim öğretim yılında Türkiyenin İzmir ili ve Filistinin Gazze ilinde yer alan ilkokullarda görev yapan 12şer öğretmenle derinlemesine görüşmeler yapılmış ve elde edilen veriler içerik analiziyle çözümlenmiştir. Öğretmen liderliğini engelleyen unsurlar kişisel engeller, müdürün ilişki tarzından kaynaklanan engeller, müdürün yönetim tarzından kaynaklanan engeller, öğretmenler arası ilişki engelleri ve öğretmen-veli arasındaki ilişki engelleri temaları altında toplanmıştır. Buna karşılık, kolaylaştırıcılar kişisel kolaylaştırıcılar, müdürün kolaylaştırıcı tutumu, öğretmenler arası kolaylaştırıcı ilişkiler ve öğretmen-veli arasındaki kolaylaştırıcı ilişkiler temaları altında toplanmıştır. Araştırmada bu temaların karşılaştırmalı analizi sunularak, farklı kültürel ve eğitimsel bağlamlarda öğretmen liderliği dinamiklerine dair detaylı bir anlayış sunulmaktadır. Her iki ülkedeki öğretmenler, kendilerine özgü ve ortak zorluklarla karşı karşıya kalmakta olup, destekleyici unsurlar bu engelleri aşmada kritik bir rol oynamaktadır. Araştırma; öğretmen liderliği uygulamalarını ilkokullarda geliştirmek isteyen öğretmenler, yöneticiler ve politika yapıcılar için pratik öneriler sunmaktadır. Öneriler arasında öğretmen liderliği becerilerini geliştirmeye yönelik hizmet içi eğitim ve atölye çalışmaları, gerekli kaynakların sağlanması ve toplum ve veli desteğinin teşvik edilmesi de bulunmaktadır.

Makale detayları

Challenges and Facilitators in the Implementations of Teacher Leadership: A Comparative Study on Turkish and Palestinian Teachers

Yazarlar:

Najlaa J F Alnakhala | Necla Şahin Fırat

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Batı Anadolu Eğitim Bilimleri Dergisi Vol.15 Issue 3, pp.3425-3458

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001327050

pISSN:

1308-8971

Teacher leadership

Teacher

Elementary school

Qualitative research

Comparative studyÖğretmen liderliği

Öğretmen

İlkokul

Nitel araştırma

Karşılaştırmalı çalışma

Sayı

Makale detayları

Yazarlar: Najlaa J F Alnakhala | Necla Şahin Fırat

Yayıncı: Dokuz Eylul University

Ana Başlıklar: Alan Eğitimleri (Diğer)

Dergi: Batı Anadolu Eğitim Bilimleri Dergisi Vol.15 Issue 3, pp.3425-3458

Belge Tipi: Makale

Yayın Tarihi: 12/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001327050

pISSN: 1308-8971

Sayı

Yazarlar:

Najlaa J F Alnakhala | Necla Şahin Fırat

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Batı Anadolu Eğitim Bilimleri Dergisi Vol.15 Issue 3, pp.3425-3458

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001327050

pISSN:

1308-8971