Araştırma Makalesi
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Yıl 2022, Cilt 9, Sayı 2, 299 - 312, 03.06.2022
https://doi.org/10.33200/ijcer.1037128

Öz

Kaynakça

  • Anderson, K. D. (2004). The nature of teacher leadership in schools as reciprocal influences between teacher leaders and principals. School Effectiveness and School Improvement, 15(1), 97-113. https://doi.org/10.1076/sesi.15.1.97.27489
  • Andrew, M. D. (1974). Teacher leadership: A model for change. Washington: Bulletin 37.
  • Araşkal, S., & Kılınç, A. Ç. (2019). Investigating the factors affecting teacher leadership: A qualitative study. Educational Administration: Theory and Practice, 25(3), 419-468. https://doi.org/10.14527/kuey.2019.011
  • Archbald, D., & Porter, A. (1994). Curriculum control and teachers' perceptions of autonomy and satisfaction. Educational Evaluation and Policy Analysis, 16(1), 21-39. Retrieved from https://www.jstor.org/stable/pdf/1164381.pdf
  • Aslan, H., Çalık, T., & Er, E. (2019). İlkokul öğretmenlerinin öğretmen liderliği ve politik beceri algılarının incelenmesi [Examining the primary school teachers views on teacher leadership and political skills]. Elementary Education Online, 18(3), 1087-1098. https://doi.org/10.17051/ilkonline.2019.610689
  • Barth, R. S. (1990). Improving schools from within. Teachers, parents, and principals can make the difference. CA: Jossey-Bass.
  • Bellibaş, M. Ş., Gümüş, S., & Kılınç, A. Ç. (2020). Principals supporting teacher leadership: The effects of learning‐centred leadership on teacher leadership practices with the mediating role of teacher agency. European Journal of Education, 55(2), 200-216. https://doi.org/10.1111/ejed.12387
  • Beycioğlu, K., & Aslan, B. (2012). Öğretmen ve yöneticilerin öğretmen liderliğine ilişkin görüşleri: Bir Karma Yöntem Çalışması [Teachers and administrators’ views on teacher leadership: A mixed methods study]. Educational Administration: Theory and Practice,18(2), 191-223. Retrieved from https://dergipark.org.tr/en/pub/kuey/issue/10324/126584
  • Bishop, H. L., Tinley, A., and Berman, B. T. (1997). A contemporary leadership model to promote teacher leadership. Action in Teacher Education, 19(3), 77-81. https://doi.org/10.1080/01626620.1997.10462880
  • Blanchard, K. (2007). Leading at a higher level. NJ: Prentice Hall.
  • Bredeson, P. V. (2000). The school principal’s role in teacher professional development. Journal of In-Service Education, 26(2), 385-401. https://doi.org/10.1080/13674580000200114
  • Bryman, A., & Cramer, D. (2005). Quantitative Data Analysis with SPSS 12 and 13. A Guide for Social Scientists. London: Routledge.
  • Byrne, B. M. (2010). Structural equation modeling with AMOS: Basic concepts, applications, and programming (2nd ed.). London: Routledge.
  • Büyüköztürk, Ş. (2012). Sosyal bilimler için veri analizi el kitabı[Data Analysis Handbook for Social Sciences] (16th Ed.). Ankara: Pegem Akademi.
  • Can, N. (2009). The leadership behaviours of teachers in primary schools in Turkey. Education, 129(3), 436-447. Retrieved from https://eds.s.ebscohost.com/eds/pdfviewer/pdfviewer?vid=0&sid=c7db301f-d0f2-433e-88e0-b257e8e501b2%40redis
  • Cansoy, R., & Parlar, H. (2018). Okul etkililiğinin bir yordayıcısı olarak öğretmen liderliği [Teacher leadership as a predictor of school effectiveness]. Kastamonu Education Journal, 26(3), 925-934. https://doi.org/10.24106/kefdergi.346648
  • Castle, K. (2004). The meaning of autonomy in early childhood teacher education. Journal of Early Childhood, Teacher Education, 25(1), 3-10. https://doi.org/10.1080/1090102040250103
  • Childs-Bowen, D. Moller, G., & Scrivner, J. (2000). Principals: Leaders of leaders. NASSP Bulletin, 84, 27-34. https://doi.org/10.1177/019263650008461606
  • Çolak, İ., & Altınkurt, Y. (2017). Okul iklimi ile öğretmenlerin özerklik davranışları arasındaki ilişki [The relationship between school climate and teacher autonomy behaviors].Educational Administration: Theory and Practice, 23(1), 33-71. http://dx.doi.org/10.14527/kuey.2017.002
  • Dampson, D. G., Apau, S. K., & Amuah, U. (2019). Freedom to choose within limits: Teacher autonomy from the perspectives of basic school teachers in Ghana. European Journal of Educational Management, 2(1), 35-44. http://dx.doi.org/1012973/eujem.2135
  • Danielson, C. (2006). Teacher leadership: That strengthens professional practice. Virginia: Association for Supervision and Curriculum Development.
  • Darling-Hammond, L., Bullmaster, M. L., & Cobb, V. L. (1995). Rethinking teacher leadership through professional development schools. The Elementary School Journal, 96(1), 87-106. Retrieved from https://www.journals.uchicago.edu/doi/abs/10.1086/461816
  • Demir, K. (2020). Öğretmen liderliği[Teacher leadership]. In K. Yılmaz (Eds.) Liderlik: Kuram, araştırma ve uygulama[Leadership: Theory, research and practice] (pp. 557-570). Ankara: Pegem Akademi.
  • Emira, M. (2010). Leading to decide or deciding to lead? Understanding the relationship between teacher leadership and decision making. Educational Management Administration & Leadership, 38(5), 591-612. https://doi.org/10.1177/1741143210373738
  • Einolf, A. (2002). A study of teacher autonomy in charter school (Unpublished doctoral dissertation). Virginia Commonwealth University.
  • Eurydice (2008). Avrupa'daki öğretmenlerin sorumluluk ve özerklik düzeyleri[Levels of responsibility and autonomy of teachers in Europe]. Brussels: Puclication Office of the European.
  • Frankel, J.R., & Wallen, N.E. (2006). How to design and evaluate research in education (6th Ed.). New York: McGraw-Hill Int. Ed.
  • Friedman, I. A. (1999). Teacher-perceived work autonomy: The concept and its measurement. Educational and Psychological Measurement, 59(1), 58-76. https://doi.org/10.1177/0013164499591005
  • Frost, D., & Harris, A. (2003). Teacher leadership: Towards a research agenda. Cambridge Journal of Education, 33(3), 479-498. https://doi.org/10.1080/0305764032000122078
  • Garvin, N. M. (2007). Teacher autonomy: Distinguishing perceptions by school cultural characteristics. (Unpublished doctoral dissertation). University of Pennsylvania.
  • Gül, F. Ö. (2017). Öğretmen liderliği [Teacher leadership]. In M. Çetin (Eds.), Güncel liderlik kuramları[Current leadership theories] (pp. 65-87). Ankara: Nobel Akademik Yayıncılık.
  • Harris, A., & Lambert, L. (2003). Building leadership capacity for school improvement. United Kingdom: McGraw-Hill Education.
  • Harris, A., & Muijs, D. (2005). Improving schools through teacher leadership. London: Open University Press.
  • Harris, A. (2003). Teacher leadership as distributed leadership: Heresy, fantasy or possibility?. School Leadership & Management, 23(3), 313-324. https://doi.org/10.1080/1363243032000112801
  • Harris, A. (2005). Teacher leadership: More than just a feel-good factor?. Leadership and Policy in Schools, 4(3), 201-219. https://doi.org/10.1080/15700760500244777
  • Harris, A.,, & Muijs, D. (2003). Teacher leadership: Principles and practice. United Kingdom: National College for School Leadership.
  • Huang, J. (2007). Teacher autonomy in second language education. CELEA Journal. 30(1), 30-42.
  • Ingersoll, R. M. (2007). Short on power, long on responsibility. Educational Leadership, 65(1), 20-25. Retrieved from https://repository.upenn.edu/cgi/viewcontent.cgi?article=1129&context=gse_pubs
  • Ingersoll, R.M., & Collins, G.J (2017). Accountability and control in American schools. Journal of Curriculum Studies, 49(1), 75-95. https://doi.org/10.1080/00220272.2016.1205142
  • Johnson, S. M., & Donaldson, M. L. (2007). Overcoming the obstacles to leadership. Educational leadership, 65(1), 8-13.
  • Jumani N.B., & Malik S. (2017) Promoting teachers’ leadership through autonomy and accountability. In: Amzat I., and Valdez N. (Eds.) Teacher Empowerment Toward Professional Development and Practices. Springer. https://doi.org/10.1007/978-981-10-4151-8_2
  • Kardos, S., & Johnson, S. M. (2007). On their own and presumed expert: New teachers’ experience with their colleagues. Teachers College Record, 109(12), 2016–2083. Retrieved from https://www.tcrecord.org/books/Content.asp?ContentID=12812
  • Katzenmeyer, M., & Moller, G. (2009). Awakening the sleeping giant: Helping teachers develop as leaders (3rd Ed.). Thousand Oaks, California: Corwin Press.
  • Kılınç, A. Ç., Cemaloğlu, N., & Savaş, G. (2015). The relationship between teacher leadership, teacher professionalism, and perceived stress. Eurasian Journal of Educational Research, 58, 1-26. http://dx.doi.org/10.14689/ejer.2015.58.5
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The Examination of the Relationship Between Teacher Autonomy and Teacher Leadership through Structural Equation Modeling

Yıl 2022, Cilt 9, Sayı 2, 299 - 312, 03.06.2022
https://doi.org/10.33200/ijcer.1037128

Öz

This study aimed to examine the relationship between teacher autonomy and teacher leadership. With this purpose in mind, a predictive correlational research method, was adopted. The study was carried out with 571 teachers who were determined through a simple random sampling technique among those working in Turkey during the 2020-2021 academic year. The Teacher Autonomy Scale developed by Çolak & Altınkurt (2017) was used to determine teachers’ perception of teacher autonomy, and the Teacher Leadership Scale developed by Beycioğlu & Aslan (2010) was exploited for their perception of teacher leadership. Descriptive analyses such as mean and standard deviation were estimated to determine teachers’ perceptions of autonomy and leadership. Pearson product-moment correlation coefficient and structural equation modeling (SEM) were employed to control the relationship between teacher autonomy and teacher leadership. As a result of the study, the participants’ teacher autonomy and teacher leadership perceptions were found to be at higher levels. Moreover, it was established that there was a positive and significant relationship between teacher autonomy and teacher leadership, and teacher autonomy was found to be among the factors explaining teacher leadership. Therefore, it can be alleged that teacher autonomy should be promoted to reveal the leadership skills of teachers.

Kaynakça

  • Anderson, K. D. (2004). The nature of teacher leadership in schools as reciprocal influences between teacher leaders and principals. School Effectiveness and School Improvement, 15(1), 97-113. https://doi.org/10.1076/sesi.15.1.97.27489
  • Andrew, M. D. (1974). Teacher leadership: A model for change. Washington: Bulletin 37.
  • Araşkal, S., & Kılınç, A. Ç. (2019). Investigating the factors affecting teacher leadership: A qualitative study. Educational Administration: Theory and Practice, 25(3), 419-468. https://doi.org/10.14527/kuey.2019.011
  • Archbald, D., & Porter, A. (1994). Curriculum control and teachers' perceptions of autonomy and satisfaction. Educational Evaluation and Policy Analysis, 16(1), 21-39. Retrieved from https://www.jstor.org/stable/pdf/1164381.pdf
  • Aslan, H., Çalık, T., & Er, E. (2019). İlkokul öğretmenlerinin öğretmen liderliği ve politik beceri algılarının incelenmesi [Examining the primary school teachers views on teacher leadership and political skills]. Elementary Education Online, 18(3), 1087-1098. https://doi.org/10.17051/ilkonline.2019.610689
  • Barth, R. S. (1990). Improving schools from within. Teachers, parents, and principals can make the difference. CA: Jossey-Bass.
  • Bellibaş, M. Ş., Gümüş, S., & Kılınç, A. Ç. (2020). Principals supporting teacher leadership: The effects of learning‐centred leadership on teacher leadership practices with the mediating role of teacher agency. European Journal of Education, 55(2), 200-216. https://doi.org/10.1111/ejed.12387
  • Beycioğlu, K., & Aslan, B. (2012). Öğretmen ve yöneticilerin öğretmen liderliğine ilişkin görüşleri: Bir Karma Yöntem Çalışması [Teachers and administrators’ views on teacher leadership: A mixed methods study]. Educational Administration: Theory and Practice,18(2), 191-223. Retrieved from https://dergipark.org.tr/en/pub/kuey/issue/10324/126584
  • Bishop, H. L., Tinley, A., and Berman, B. T. (1997). A contemporary leadership model to promote teacher leadership. Action in Teacher Education, 19(3), 77-81. https://doi.org/10.1080/01626620.1997.10462880
  • Blanchard, K. (2007). Leading at a higher level. NJ: Prentice Hall.
  • Bredeson, P. V. (2000). The school principal’s role in teacher professional development. Journal of In-Service Education, 26(2), 385-401. https://doi.org/10.1080/13674580000200114
  • Bryman, A., & Cramer, D. (2005). Quantitative Data Analysis with SPSS 12 and 13. A Guide for Social Scientists. London: Routledge.
  • Byrne, B. M. (2010). Structural equation modeling with AMOS: Basic concepts, applications, and programming (2nd ed.). London: Routledge.
  • Büyüköztürk, Ş. (2012). Sosyal bilimler için veri analizi el kitabı[Data Analysis Handbook for Social Sciences] (16th Ed.). Ankara: Pegem Akademi.
  • Can, N. (2009). The leadership behaviours of teachers in primary schools in Turkey. Education, 129(3), 436-447. Retrieved from https://eds.s.ebscohost.com/eds/pdfviewer/pdfviewer?vid=0&sid=c7db301f-d0f2-433e-88e0-b257e8e501b2%40redis
  • Cansoy, R., & Parlar, H. (2018). Okul etkililiğinin bir yordayıcısı olarak öğretmen liderliği [Teacher leadership as a predictor of school effectiveness]. Kastamonu Education Journal, 26(3), 925-934. https://doi.org/10.24106/kefdergi.346648
  • Castle, K. (2004). The meaning of autonomy in early childhood teacher education. Journal of Early Childhood, Teacher Education, 25(1), 3-10. https://doi.org/10.1080/1090102040250103
  • Childs-Bowen, D. Moller, G., & Scrivner, J. (2000). Principals: Leaders of leaders. NASSP Bulletin, 84, 27-34. https://doi.org/10.1177/019263650008461606
  • Çolak, İ., & Altınkurt, Y. (2017). Okul iklimi ile öğretmenlerin özerklik davranışları arasındaki ilişki [The relationship between school climate and teacher autonomy behaviors].Educational Administration: Theory and Practice, 23(1), 33-71. http://dx.doi.org/10.14527/kuey.2017.002
  • Dampson, D. G., Apau, S. K., & Amuah, U. (2019). Freedom to choose within limits: Teacher autonomy from the perspectives of basic school teachers in Ghana. European Journal of Educational Management, 2(1), 35-44. http://dx.doi.org/1012973/eujem.2135
  • Danielson, C. (2006). Teacher leadership: That strengthens professional practice. Virginia: Association for Supervision and Curriculum Development.
  • Darling-Hammond, L., Bullmaster, M. L., & Cobb, V. L. (1995). Rethinking teacher leadership through professional development schools. The Elementary School Journal, 96(1), 87-106. Retrieved from https://www.journals.uchicago.edu/doi/abs/10.1086/461816
  • Demir, K. (2020). Öğretmen liderliği[Teacher leadership]. In K. Yılmaz (Eds.) Liderlik: Kuram, araştırma ve uygulama[Leadership: Theory, research and practice] (pp. 557-570). Ankara: Pegem Akademi.
  • Emira, M. (2010). Leading to decide or deciding to lead? Understanding the relationship between teacher leadership and decision making. Educational Management Administration & Leadership, 38(5), 591-612. https://doi.org/10.1177/1741143210373738
  • Einolf, A. (2002). A study of teacher autonomy in charter school (Unpublished doctoral dissertation). Virginia Commonwealth University.
  • Eurydice (2008). Avrupa'daki öğretmenlerin sorumluluk ve özerklik düzeyleri[Levels of responsibility and autonomy of teachers in Europe]. Brussels: Puclication Office of the European.
  • Frankel, J.R., & Wallen, N.E. (2006). How to design and evaluate research in education (6th Ed.). New York: McGraw-Hill Int. Ed.
  • Friedman, I. A. (1999). Teacher-perceived work autonomy: The concept and its measurement. Educational and Psychological Measurement, 59(1), 58-76. https://doi.org/10.1177/0013164499591005
  • Frost, D., & Harris, A. (2003). Teacher leadership: Towards a research agenda. Cambridge Journal of Education, 33(3), 479-498. https://doi.org/10.1080/0305764032000122078
  • Garvin, N. M. (2007). Teacher autonomy: Distinguishing perceptions by school cultural characteristics. (Unpublished doctoral dissertation). University of Pennsylvania.
  • Gül, F. Ö. (2017). Öğretmen liderliği [Teacher leadership]. In M. Çetin (Eds.), Güncel liderlik kuramları[Current leadership theories] (pp. 65-87). Ankara: Nobel Akademik Yayıncılık.
  • Harris, A., & Lambert, L. (2003). Building leadership capacity for school improvement. United Kingdom: McGraw-Hill Education.
  • Harris, A., & Muijs, D. (2005). Improving schools through teacher leadership. London: Open University Press.
  • Harris, A. (2003). Teacher leadership as distributed leadership: Heresy, fantasy or possibility?. School Leadership & Management, 23(3), 313-324. https://doi.org/10.1080/1363243032000112801
  • Harris, A. (2005). Teacher leadership: More than just a feel-good factor?. Leadership and Policy in Schools, 4(3), 201-219. https://doi.org/10.1080/15700760500244777
  • Harris, A.,, & Muijs, D. (2003). Teacher leadership: Principles and practice. United Kingdom: National College for School Leadership.
  • Huang, J. (2007). Teacher autonomy in second language education. CELEA Journal. 30(1), 30-42.
  • Ingersoll, R. M. (2007). Short on power, long on responsibility. Educational Leadership, 65(1), 20-25. Retrieved from https://repository.upenn.edu/cgi/viewcontent.cgi?article=1129&context=gse_pubs
  • Ingersoll, R.M., & Collins, G.J (2017). Accountability and control in American schools. Journal of Curriculum Studies, 49(1), 75-95. https://doi.org/10.1080/00220272.2016.1205142
  • Johnson, S. M., & Donaldson, M. L. (2007). Overcoming the obstacles to leadership. Educational leadership, 65(1), 8-13.
  • Jumani N.B., & Malik S. (2017) Promoting teachers’ leadership through autonomy and accountability. In: Amzat I., and Valdez N. (Eds.) Teacher Empowerment Toward Professional Development and Practices. Springer. https://doi.org/10.1007/978-981-10-4151-8_2
  • Kardos, S., & Johnson, S. M. (2007). On their own and presumed expert: New teachers’ experience with their colleagues. Teachers College Record, 109(12), 2016–2083. Retrieved from https://www.tcrecord.org/books/Content.asp?ContentID=12812
  • Katzenmeyer, M., & Moller, G. (2009). Awakening the sleeping giant: Helping teachers develop as leaders (3rd Ed.). Thousand Oaks, California: Corwin Press.
  • Kılınç, A. Ç., Cemaloğlu, N., & Savaş, G. (2015). The relationship between teacher leadership, teacher professionalism, and perceived stress. Eurasian Journal of Educational Research, 58, 1-26. http://dx.doi.org/10.14689/ejer.2015.58.5
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Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim, Eğitim Araştırmaları
Bölüm Articles
Yazarlar

Mevlüt KARA> (Sorumlu Yazar)
GAZIANTEP UNIVERSITY, NİZİP FACULTY OF EDUCATION
0000-0002-6381-5288
Türkiye


Bayram BOZKURT>
GAZIANTEP UNIVERSITY, NİZİP FACULTY OF EDUCATION
0000-0002-9184-0878
Türkiye

Yayımlanma Tarihi 3 Haziran 2022
Yayınlandığı Sayı Yıl 2022, Cilt 9, Sayı 2

Kaynak Göster

APA Kara, M. & Bozkurt, B. (2022). The Examination of the Relationship Between Teacher Autonomy and Teacher Leadership through Structural Equation Modeling . International Journal of Contemporary Educational Research , 9 (2) , 299-312 . DOI: 10.33200/ijcer.1037128

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IJCER (International Journal of Contemporary Educational Research) ISSN: 2148-3868