Examining the Relationship Between Teacher Leadership and Self-Efficacy

Ufuk Erdogan

Makale detayları

Examining the Relationship Between Teacher Leadership and Self-Efficacy

Yazarlar:

Ufuk Erdogan

Yayıncı:

Inonu University

Ana Başlıklar:

Eğitim Yönetimi | Alan Eğitimleri (Diğer)

Dergi:

İnönü Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi Vol.10 Issue 20, pp.213-232

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001300722

pISSN:

2547-9393

Anahtar kelimeler:

Özet:

 Purpose: The purpose of this study is to examine the relationships between teacher leadership and teacher self-efficacy and to determine the extent to which teacher leadership predicts teacher self-efficacy. Design  Methodology: The study utilized a quantitative research method with a correlational design. The study group consisted of 348 teachers working in public schools in the Elazığ province. Data for the study were collected using Teacher Sense of Efficacy Scale Short Form and the Teacher Leadership Scale. Correlation and multiple linear regression analyses were employed in the data analysis. Findings: The findings of this study demonstrate a significant and positive relationship between teacher leadership and teacher self-efficacy. Specifically, teachers who perceive themselves as effective leaders in their professional roles tend to exhibit higher levels of self-efficacy. In addition, the multiple linear regression analyses revealed that teacher leadership dimensionscollaboration with colleagues, involvement in institutional improvement, and participation in professional learningsignificantly predict teachers self-efficacy. Implications  Suggestions: This suggests that teacher leadership initiatives, designed to foster collaboration, support institutional improvements, and facilitate professional learning, have the potential to enhance teacher self-efficacy and, consequently, elevate teaching practices and educational outcomes.

 Purpose: The purpose of this study is to examine the relationships between teacher leadership and teacher self-efficacy and to determine the extent to which teacher leadership predicts teacher self-efficacy. Design  Methodology: The study utilized a quantitative research method with a correlational design. The study group consisted of 348 teachers working in public schools in the Elazığ province. Data for the study were collected using Teacher Sense of Efficacy Scale Short Form and the Teacher Leadership Scale. Correlation and multiple linear regression analyses were employed in the data analysis. Findings: The findings of this study demonstrate a significant and positive relationship between teacher leadership and teacher self-efficacy. Specifically, teachers who perceive themselves as effective leaders in their professional roles tend to exhibit higher levels of self-efficacy. In addition, the multiple linear regression analyses revealed that teacher leadership dimensionscollaboration with colleagues, involvement in institutional improvement, and participation in professional learningsignificantly predict teachers self-efficacy. Implications  Suggestions: This suggests that teacher leadership initiatives, designed to foster collaboration, support institutional improvements, and facilitate professional learning, have the potential to enhance teacher self-efficacy and, consequently, elevate teaching practices and educational outcomes.

 Purpose: The purpose of this study is to examine the relationships between teacher leadership and teacher self-efficacy and to determine the extent to which teacher leadership predicts teacher self-efficacy. Design  Methodology: The study utilized a quantitative research method with a correlational design. The study group consisted of 348 teachers working in public schools in the Elazığ province. Data for the study were collected using Teacher Sense of Efficacy Scale Short Form and the Teacher Leadership Scale. Correlation and multiple linear regression analyses were employed in the data analysis. Findings: The findings of this study demonstrate a significant and positive relationship between teacher leadership and teacher self-efficacy. Specifically, teachers who perceive themselves as effective leaders in their professional roles tend to exhibit higher levels of self-efficacy. In addition, the multiple linear regression analyses revealed that teacher leadership dimensionscollaboration with colleagues, involvement in institutional improvement, and participation in professional learningsignificantly predict teachers self-efficacy. Implications  Suggestions: This suggests that teacher leadership initiatives, designed to foster collaboration, support institutional improvements, and facilitate professional learning, have the potential to enhance teacher self-efficacy and, consequently, elevate teaching practices and educational outcomes.

 Amaç: Bu araştırmanın amacı öğretmen liderliği ile öğretmen öz yeterliği arasındaki ilişkileri incelemek ve öğretmen liderliğin, öğretmen öz yeterliğini ne düzeyde yordadığını belirlemektir. Yöntem: Araştırmada nicel araştırma yöntemine dayalı ilişkisel desen kullanılmıştır. Araştırmanın çalışma grubunu Elazığ ilindeki kamu okullarında görev yapan 348 öğretmen oluşturmaktadır. Araştırmanın verileri Öğretmen Öz Yeterliği Ölçeği Kısa Formu ve Öğretmen Liderliği Ölçeği kullanılarak toplanmıştır. Verilerin analizde korelasyon ve çoklu doğrusal regresyon analizleri kullanılmıştır. Bulgular: Analiz sonuçları öğretmen liderliği ile öğretmen öz yeterliği arasında pozitif yönlü ilişki olduğunu göstermiştir. Ayrıca öğretmen liderliğinin alt boyutları olan meslektaşlarla işbirliği, mesleki gelişim ve kurumsal gelişme değişkenlerinin öz yeterlik inançlarını anlamlı şekilde yordadığı belirlenmiştir. Sonuçlar ve Öneriler: Sonuçlar, meslektaşlarla işbirliğini teşvik eden, kurumsal gelişmeyi destekleyen ve mesleki gelişimi kolaylaştıran öğretmen liderliği uygulamalarının öğretmenlerin öz yeterlik inançlarını güçlendirme potansiyeline sahip olduğunu göstermektedir. Bu nedenle, okullarda öğretmen liderliği uygulamalarının desteklenmesi ve geliştirilmesi sağlanarak öğrenme çıktıları üzerinde önemli etkiye sahip olan öğretmen öz yeterliği güçlendirilebilir.

Makale detayları

Examining the Relationship Between Teacher Leadership and Self-Efficacy

Yazarlar:

Ufuk Erdogan

Yayıncı:

Inonu University

Ana Başlıklar:

Eğitim Yönetimi | Alan Eğitimleri (Diğer)

Dergi:

İnönü Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi Vol.10 Issue 20, pp.213-232

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001300722

pISSN:

2547-9393

Teacher leadership

Teacher self-efficacy

Institutional improvement

Professional development

School improvementÖğretmen liderliği

Öğretmen öz yeterliği

Kurumsal gelişme

Mesleki gelişme

Okul geliştirme

Sayı

Makale detayları

Yazarlar: Ufuk Erdogan

Yayıncı: Inonu University

Ana Başlıklar: Eğitim Yönetimi | Alan Eğitimleri (Diğer)

Dergi: İnönü Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi Vol.10 Issue 20, pp.213-232

Belge Tipi: Makale

Yayın Tarihi: 10/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001300722

pISSN: 2547-9393

Sayı

Yazarlar:

Ufuk Erdogan

Yayıncı:

Inonu University

Ana Başlıklar:

Eğitim Yönetimi | Alan Eğitimleri (Diğer)

Dergi:

İnönü Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi Vol.10 Issue 20, pp.213-232

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001300722

pISSN:

2547-9393