The Mediating Effect of Perceived Curriculum Leadership on the Impact of Teachers’ Curriculum Literacy Competency on School Climate

Müge Aydın Sesli; Tuba Akpolat

Makale detayları

The Mediating Effect of Perceived Curriculum Leadership on the Impact of Teachers’ Curriculum Literacy Competency on School Climate

Yazarlar:

Müge Aydın Sesli | Tuba Akpolat

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Batı Anadolu Eğitim Bilimleri Dergisi Vol.15 Issue 2, pp.1365-1384

Belge Tipi:

Makale

Yayın Tarihi:

8/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001324690

pISSN:

1308-8971

Anahtar kelimeler:

Özet:

 The purpose of this study is to investigate whether the perceived level of curriculum leadership has a mediating effect on the impact of curriculum literacy competency on school climate. In line with this objective, the study was designed using the relational survey model, one of the quantitative research methods. The population of the study consists of 25,469 teachers working in 525 secondary education institutions on the European side of Istanbul during the 2022-2023 academic year. The sample representing the population was determined by the stratified sampling method. The sample of the study consists of 395 teachers, 197 working in vocational high schools and 181 in general high schools. The data of the study were collected using the School Principals Curriculum Leadership Scale, the Curriculum Literacy Scale, and the School Climate Scale. The research data were analyzed using SPSS24 and AMOS24 statistical software. The results of the study revealed that teachers have a high perception of curriculum literacy and moderate perceptions of curriculum leadership and school climate. In addition, it was found that the teachers level of curriculum literacy has a direct and positive impact on the school climate, and the teachers perceived level of curriculum leadership has a partial mediating effect on the relationship between curriculum literacy and school climate.

 The purpose of this study is to investigate whether the perceived level of curriculum leadership has a mediating effect on the impact of curriculum literacy competency on school climate. In line with this objective, the study was designed using the relational survey model, one of the quantitative research methods. The population of the study consists of 25,469 teachers working in 525 secondary education institutions on the European side of Istanbul during the 2022-2023 academic year. The sample representing the population was determined by the stratified sampling method. The sample of the study consists of 395 teachers, 197 working in vocational high schools and 181 in general high schools. The data of the study were collected using the School Principals Curriculum Leadership Scale, the Curriculum Literacy Scale, and the School Climate Scale. The research data were analyzed using SPSS24 and AMOS24 statistical software. The results of the study revealed that teachers have a high perception of curriculum literacy and moderate perceptions of curriculum leadership and school climate. In addition, it was found that the teachers level of curriculum literacy has a direct and positive impact on the school climate, and the teachers perceived level of curriculum leadership has a partial mediating effect on the relationship between curriculum literacy and school climate.

 The purpose of this study is to investigate whether the perceived level of curriculum leadership has a mediating effect on the impact of curriculum literacy competency on school climate. In line with this objective, the study was designed using the relational survey model, one of the quantitative research methods. The population of the study consists of 25,469 teachers working in 525 secondary education institutions on the European side of Istanbul during the 2022-2023 academic year. The sample representing the population was determined by the stratified sampling method. The sample of the study consists of 395 teachers, 197 working in vocational high schools and 181 in general high schools. The data of the study were collected using the School Principals Curriculum Leadership Scale, the Curriculum Literacy Scale, and the School Climate Scale. The research data were analyzed using SPSS24 and AMOS24 statistical software. The results of the study revealed that teachers have a high perception of curriculum literacy and moderate perceptions of curriculum leadership and school climate. In addition, it was found that the teachers level of curriculum literacy has a direct and positive impact on the school climate, and the teachers perceived level of curriculum leadership has a partial mediating effect on the relationship between curriculum literacy and school climate.

 Öz: Bu araştırmanın amacı, program okuryazarlığı yeterliliğinin okul iklimine etkisinde algılanan program liderliği düzeyinin aracı etkisinin olup olmadığının incelenmesidir. Belirtilen amaç doğrultusunda, çalışma nicel araştırma yöntemlerinden ilişkisel tarama modelinde tasarlanmıştır. Araştırmanın evrenini 2022-2023 eğitim öğretim döneminde İstanbul ili Avrupa yakasında bulunan 525 ortaöğretim kurumunda görev yapan 25.469 öğretmen oluşturmaktadır. Evreni temsil eden örneklem, tabakalı örnekleme yöntemi ile belirlenmiştir. Araştırmanın örneklemini meslek lisesinde çalışan 197, genel lisede çalışan 181 olmak üzere 395 öğretmen oluşturmaktadır. Araştırmanın verileri Okul Müdürlerinin Eğitim Programı Liderliği Ölçeği, Öğretim Programı Okuryazarlığı Ölçeği ve Okul İklimi Ölçeği ile toplanmıştır. Araştırma verileri SPSS24 ve AMOS24 istatistik programları ile analiz edilmiştir. Araştırmanın sonucunda, öğretmenlerin program okuryazarlık algı düzeyleri yüksek, program liderliği ve okul iklimi algılarının ise orta düzeyde olduğu sonucuna ulaşılmıştır. Bununla birlikte, öğretmenlerin program okuryazarlığı düzeyinin okul iklimine doğrudan pozitif yönde anlamlı etkisi olduğu ve öğretmenlerin program okuryazarlığı düzeylerinin okul iklimine etkisinde eğitim programı liderliği algılarının kısmi aracı etkisi olduğu sonuçlarına ulaşılmıştır.

Makale detayları

The Mediating Effect of Perceived Curriculum Leadership on the Impact of Teachers’ Curriculum Literacy Competency on School Climate

Yazarlar:

Müge Aydın Sesli | Tuba Akpolat

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Batı Anadolu Eğitim Bilimleri Dergisi Vol.15 Issue 2, pp.1365-1384

Belge Tipi:

Makale

Yayın Tarihi:

8/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001324690

pISSN:

1308-8971

Curriculum literacy

Curriculum leadership

School climate

TeacherProgram okuryazarlığı

Program liderliği

Okul iklimi

Öğretmen

Sayı

Makale detayları

Yazarlar: Müge Aydın Sesli | Tuba Akpolat

Yayıncı: Dokuz Eylul University

Ana Başlıklar: Alan Eğitimleri (Diğer)

Dergi: Batı Anadolu Eğitim Bilimleri Dergisi Vol.15 Issue 2, pp.1365-1384

Belge Tipi: Makale

Yayın Tarihi: 8/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001324690

pISSN: 1308-8971

Sayı

Yazarlar:

Müge Aydın Sesli | Tuba Akpolat

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Batı Anadolu Eğitim Bilimleri Dergisi Vol.15 Issue 2, pp.1365-1384

Belge Tipi:

Makale

Yayın Tarihi:

8/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001324690

pISSN:

1308-8971