Examination of the Relationship between Teacher Leadership and Teachers' Perceptions of School Image

Rukiye Kesti; Esra Töre

Makale detayları

Examination of the Relationship between Teacher Leadership and Teachers' Perceptions of School Image

Yazarlar:

Rukiye Kesti | Esra Töre

Yayıncı:

Gazi University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.21 Issue 3, pp.1514-1539

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001301923

pISSN:

2459-1912

Anahtar kelimeler:

Özet:

 This study aims to examine the relationship between teacher leadership and teachers perceptions of school image. The research was conducted using the relational survey model, one of the quantitative research methods. The study group of the research consists of 473 teachers who are working under the Ministry of National Education in Kartal district of Istanbul province in the 2021-2022 academic year and selected by using the convenience sampling method. Demographic information form, School Image Scale and Teacher Leadership Scale were used to collect data. As a result of the research, it was found that teachers perceptions of school image and teacher leadership were high. Teachers perception of school image differed significantly in terms of gender, the type of school they work in, and the frequency of following scientific publications. It was found that there was no significant difference in terms of marital status, age, education level, seniority, tenure in the same school and frequency of participation in vocational training. While teachers level of teacher leadership differed significantly in terms of the variables of attending vocational trainings and following scientific publications; gender, marital status, educational status, age, school type, professional seniority and tenure in the same school did not differ significantly. A moderate and positive significant relationship was found between school image perceived by teachers and school leadership. The school image perceived by teachers affected teacher leadership positively and significantly. The studys results were discussed, and recommendations were made to researchers and practitioners.

 This study aims to examine the relationship between teacher leadership and teachers perceptions of school image. The research was conducted using the relational survey model, one of the quantitative research methods. The study group of the research consists of 473 teachers who are working under the Ministry of National Education in Kartal district of Istanbul province in the 2021-2022 academic year and selected by using the convenience sampling method. Demographic information form, School Image Scale and Teacher Leadership Scale were used to collect data. As a result of the research, it was found that teachers perceptions of school image and teacher leadership were high. Teachers perception of school image differed significantly in terms of gender, the type of school they work in, and the frequency of following scientific publications. It was found that there was no significant difference in terms of marital status, age, education level, seniority, tenure in the same school and frequency of participation in vocational training. While teachers level of teacher leadership differed significantly in terms of the variables of attending vocational trainings and following scientific publications; gender, marital status, educational status, age, school type, professional seniority and tenure in the same school did not differ significantly. A moderate and positive significant relationship was found between school image perceived by teachers and school leadership. The school image perceived by teachers affected teacher leadership positively and significantly. The studys results were discussed, and recommendations were made to researchers and practitioners.

 This study aims to examine the relationship between teacher leadership and teachers perceptions of school image. The research was conducted using the relational survey model, one of the quantitative research methods. The study group of the research consists of 473 teachers who are working under the Ministry of National Education in Kartal district of Istanbul province in the 2021-2022 academic year and selected by using the convenience sampling method. Demographic information form, School Image Scale and Teacher Leadership Scale were used to collect data. As a result of the research, it was found that teachers perceptions of school image and teacher leadership were high. Teachers perception of school image differed significantly in terms of gender, the type of school they work in, and the frequency of following scientific publications. It was found that there was no significant difference in terms of marital status, age, education level, seniority, tenure in the same school and frequency of participation in vocational training. While teachers level of teacher leadership differed significantly in terms of the variables of attending vocational trainings and following scientific publications; gender, marital status, educational status, age, school type, professional seniority and tenure in the same school did not differ significantly. A moderate and positive significant relationship was found between school image perceived by teachers and school leadership. The school image perceived by teachers affected teacher leadership positively and significantly. The studys results were discussed, and recommendations were made to researchers and practitioners.

 Bu araştırmanın amacı, öğretmen liderliği ile öğretmenlerin okul imajı algıları arasındaki ilişkinin incelenmesidir. Araştırma nicel araştırma yöntemlerinden ilişkisel tarama modeli kullanılarak yapılmıştır. Araştırmanın çalışma grubu 2021-2022 eğitim öğretim yılı İstanbul ili Kartal ilçesinde Millî Eğitim Bakanlığına bağlı görev yapmakta olan, kolay ulaşılabilir örnekleme yöntemi kullanılarak seçilen 473 öğretmenden oluşmaktadır. Verilerin toplanmasında Demografik Bilgi Formu, Okul İmajı Ölçeği ve Öğretmen Liderliği Ölçeği kullanılmıştır. Araştırma sonucunda öğretmenlerin okul imajı ve öğretmen liderliği algılarının yüksek düzeyde olduğu bulunmuştur. Öğretmenlerin okul imajı algısının cinsiyete, görev yaptığı okul türüne ve bilimsel yayınları takip etme sıklığına göre anlamlı olarak farklılaştığı; medeni durum, yaş, eğitim durumu, kıdem, aynı okuldaki görev süresi ve mesleki eğitimlere katılma sıklığına göre anlamlı olarak farklılaşmadığı bulunmuştur. Öğretmenlerin öğretmen liderliği düzeyi, mesleki eğitimlere katılma sıklığı ve bilimsel yayınları takip etme değişkenlerine göre anlamlı olarak farklılaşırken; cinsiyet, medeni durum, eğitim durumu, yaş, okul türü, mesleki kıdem ve aynı okuldaki görev süresi değişkenlerine göre anlamlı olarak farklılaşmamaktadır. Öğretmenler tarafından algılanan okul imajı ve okul liderliği arasında orta düzeyde ve pozitif anlamlı bir ilişki bulunmuştur. Öğretmenler tarafından algılanan okul imajı öğretmen liderliğini pozitif ve anlamlı düzeyde etkilemektedir. Araştırma sonuçları tartışılmış, araştırmacı ve uygulayıcılara önerilerde bulunulmuştur.

Makale detayları

Examination of the Relationship between Teacher Leadership and Teachers' Perceptions of School Image

Yazarlar:

Rukiye Kesti | Esra Töre

Yayıncı:

Gazi University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.21 Issue 3, pp.1514-1539

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001301923

pISSN:

2459-1912

Teacher leadership

School image

Teacher perception

Educational administrationÖğretmen liderliği

Okul imajı

Öğretmen algısı

Eğitim yönetimi

Sayı

Makale detayları

Yazarlar: Rukiye Kesti | Esra Töre

Yayıncı: Gazi University

Ana Başlıklar: Eğitim Üzerine Çalışmalar

Dergi: Türk Eğitim Bilimleri Dergisi Vol.21 Issue 3, pp.1514-1539

Belge Tipi: Makale

Yayın Tarihi: 12/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001301923

pISSN: 2459-1912

Sayı

Yazarlar:

Rukiye Kesti | Esra Töre

Yayıncı:

Gazi University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.21 Issue 3, pp.1514-1539

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001301923

pISSN:

2459-1912