Liderlik Uygulamaları Ölçeği’nin Türkçe’ye Uyarlama Çalışması (original) (raw)

Predictors of Leadership Effectiveness for Turkish Secondary School Teachers

Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi, 2011

The aim of this study is to find out leadership behaviours of secondary school teachers in the classroom. For this purpose, 300 secondary school teachers were asked to complete Integrated Competing Values Framework (ICVF) questionnaire in order for us to explain leadership behaviour in this context. Repeated measures ANOVA and multiple regression analysis techniques were used in analysing the data. Multiple regression analysis revealed that the Deliverer, Developer and Broker were the strongest predictors of effectiveness. Furthermore, according to the results there was no gender differences found in the roles displayed. All six operational roles of the ICVF-Deliverer, Developer, Innovator, Broker, Monitor and Integrator-were displayed, with the Deliverer displayed significantly more than the Monitor.

Adaptation of Distributed Leadership Scale into Turkish: The Validity and Reliability Study

The purpose of this study was to adapt " Distributed Leadership Scale " originally developed by Davis into Turkish Language. A total of 386 participants including teachers employed in high schools in Tokat participated in the study. Explanatory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were performed to test the structural validity of the scale. EFA results illustrated that adapted scale consisted of seven factors. In the light of the original scale form, these factors were named as " School The scale consisted of 34 items and reliability coefficients for the subscales from .75 and .92. Results finally revealed that Distributed Leadership Scale-Turkish Adapted Form is a valid and reliable measurement tool to be used in describing the distributed leadership behaviors in schools.

Investigation of Perceptions regarding Teacher Leadership among Secondary School Teachers in Turkey

Journal of Education and Training Studies, 2017

Leadership is one of the most important roles expected from teachers today. Teacher leadership is a significant factor in the commitment of schools to their missions to guide societies, to develop a school's positive aspects and to manage education in an effective way. If this is the case, it is necessary to measure and evaluate the perceptions of teachers with regard to this important role. As yet there is limited amount of research in the literature concerning the determination of teachers' perceptions regarding teacher leadership. As the basic purpose of the present study is to determine the leadership perceptions of secondary school teachers, it is considered that the study will contribute to the literature. This qualitative research was conducted using the screening model. The study was conducted on 376 secondary school teachers who were selected by means of the simple random sampling method from among 564 teachers who were working at secondary schools in Kırşehir Central County (Turkey) during the 2014-2015 academic year. The "Teacher Leadership Scale" (TLS) was used as the data collection tool. Although the teachers' "institutional development" sub-dimension perception regarding teacher leadership was found to be at the middle level, this was assessed to be a lacking notation. Teachers' perception of teacher leadership for the "institutional improvement" sub-dimension was determined to be at the medium level; perceptions concerning "professional development" and "collaboration among colleagues" sub-dimensions were determined to be at a high level. Teachers' understanding of teacher leadership in terms of the "institutional improvement" sub-dimension exhibited a significant difference in male teachers. Teachers' perception of teacher leadership in terms of the "professional improvement" sub-dimension exhibited a significant difference according to age and occupational seniority.

Turkish Primary School Principals’ Transformative Leadership Styles Perceived by Teachers

Turkish Journal of Teacher Education, 2012

This study aimed to determine the leadership styles of Turkish primary school principals according to the views of teachers working at the primary schools. The sample consisted of 787 teachers working in the primary schools of Rize, a city on the North-East part of Turkey. In this study “Multifactor Leadership Questionnaire (MLQ)” developed by Bass and Avolio was used. The Alpha co-efficiency number of 36 entries in the questionnaire was found 0.85. For the data calculation, t-test was used for binary comparisons, one-way variance analysis (F) was used for the comparisons of groups more than two. The results showed that as the perceived leadership styles of the school principals were differentiated according to the gender of the teachers, seniorities and school location.

Confirmatory Factor Analysis: Teacher Leadership Measurement Model

International Journal of Academic Research in Business and Social Sciences, 2020

The purpose of this study was to describe a construct validation study of Teacher Leadership among secondary school teachers in Malaysia. This study used a confirmatory factor analysis method (CFA) to analyze the measurement model of this study. Participants included daily secondary school teacher in the state of Selangor, Malaysia involved in this study. Confirmatory factor analysis (CFA) was employed and carried out to verify the instrument of Teacher Leadership. The respondents were required to respond to a seven-point Likert scale in semantic differential form. The collected data were then analyzed using the SPSS23.0 and AMOS23.0 software packages. An exploratory factor analysis was conducted earlier than performing a confirmatory factor analysis. All constructs revealed the acceptable internal consistency reliability. A good model fit was found for the measurement model using several fit index tests like CMINDF, TLI, GFI, AGFI, CFI and RMSEA. The findings showed that all fit indices criteria were accomplished. It also showed the acceptable reliability and construct validity. The implication of this study is expected to provide additional information in the teacher leadership theory and provide a clear line of training and professionalism enhancement programs for teachers, schools and the Ministry of Education Malaysia.

Factorial Validity and Measurement Invariance of the Principal Leadership Questionnaire in Greek Educational Context

Psychological Reports, 2021

The purpose of this study was to investigate the applicability of the Principal Leadership Questionnaire (PLQ) to Greek educational context and to present the most important aspects describing educational leadership in a centralized educational context. It was sought to examine; a) the factorial structure of PLQ b) its invariance across teachers' levels of education and c) its concurrent validity. Data were collected from 730 Greek primary and secondary school teachers of 77 schools. Teachers were asked to fill in the PLQ and Teacher's Satisfaction Inventory (TSI). A bi-factor model was selected as the most tenable among five completive PLQ structures to describe teachers' responses. Moreover, PLQ was found to be invariant across primary and secondary school teachers. Multiple-group analysis results indicate that primary, compared to secondary school teachers, reported more often that their principals behave as a transformational leader. On the contrary, secondary school teachers’ perceptions revealed that their principal implemented practices related to factor “intellectual; stimulation” more often than primary school teachers. Structural equation modeling showed that the general factor of the PLQ significantly and substantially predicted the “principal” facet of teachers’ job satisfaction, providing evidence of concurrent validity of the Greek version of the PLQ. Implications and suggestions for future research and policy are discussed.

How Are the Leadership Behavior of School Principals Perceived by Their Teachers? A Case Study in Turkey

US-China Education Review B, 2015

In social psychology, the term "person perception" refers to the different mental processes that people use to form impressions of other people. This term includes how they form these impressions, and the different conclusions they make about other people based upon their impressions. Person perception can be a very subjective process that can be influenced by the characteristics of the person being observed, the context of the situation, and people's own personal characteristics. Educational leadership increasingly gained importance in today's world, because it is recognized that the quality of leadership makes a significant difference to school and student outcomes. There is also increasing recognition that schools require effective leaders and managers if they are to provide the best possible education for their learners. In order for students to have high-quality learning each year, schools must be highly functioning, which means that they must be led by effective principals. Studies note that the greatest impact on school success can be determined through the leadership practices of principals. The principals and school leaders who are implementing their roles and duties should be constantly reviewed and assessed for transparency in school, because their leadership has an impact on "teacher morale, job satisfaction, and motivation". Principals should have key skills related to communicating, facilitating, team-building, coaching, managing conflict, involving others in decision-making, and acting politically, also the development of technological advancement. This study aims to find the impact of school principals' leadership behavior on teachers and teachers' perceptions about the impact and the styles of their leadership. The survey is distributed in 10 public elementary schools in one region of Istanbul, Turkey. The sample consisted of 100 teachers; of which 64 were female teachers and 36 were male teachers. Questionnaire consisted of two parts: demographic information and questions about the perception of leadership behavior. The scale was developed by Demiray (2008) and validity and reliability tests proved that the questionnaire was reliable and valid. Analyses indicate that according to the teachers' perceptions, the important outcomes of the principals' leadership styles and behavior, such as communication, teamwork, problem-solving, and coordination, were satisfying and effective some of the time. Furthermore, the results also provide evidence that the teachers believe they are not recognized for their achievements by their school principals. This case study will be the groundwork for a more comprehensive research about the teachers' expectations of educational leadership.

Relationship between factors of teachers’ leadership

Management, 2021

Today, the traditional role of teachers is challenged, and teaching practice requires less time for face-to-face instruction, a unique position that does not impose responsibilities on one person (teacher or student) and creates a common teaching and learning space in which new knowledge is co-created and socially developed. This change requires teachers’ high professionalism and leadership skills, which is the key component of a successful educational process. Therefore, it is important for researchers, school principals, and teachers to understand better the predictive factors of teachers’ leadership, which should be developed, nurtured, and sustained. This study addresses the teachers’ leadership regarding their attitudes toward themselves, attitudes towards the school, teachers’ activeness, and stress experienced at school. The study involved 418 teachers from five regions in Lithuania. The findings indicate that the four analyzed factors, influencing teacher leadership are stro...