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Öğe Examining the Relationship between Perceptions about SchoolPrincipal Support and the Levels of Collective Responsibility forPrimary School Teachers: Mixed-Method Research(2021) Dağlı, Emine; Kalkan, FatmaThe aim of this research was to examine the relationship between perceptions aboutschool principal support and the levels of collective responsibility of primary schoolteachers and to reveal their opinions regarding collective responsibility and principalsupport. The mixed method was used in the study, which combines quantitative andqualitative research methods. The quantitative data of the study were obtained from256 primary school teachers working in the central district of Antakya, in the city ofHatay, in the 2017–2018 academic year, and the qualitative data were obtained from 19teachers working in the same district in the 2019–2020 academic year. The quantitativedata of the research were obtained from 256 primary school teachers working in thecentral district of Hatay Province, Antakya, in the 2017–2018 academic year, and thequalitative data were obtained from 19 primary school teachers working in the samedistrict in the 2019–2020 academic year. The quantitative findings of the study showedthat the school principals supported the teachers, provided instrumental support morethan other types of support, and that the teachers had a high level of collectiveresponsibility. Moreover, it was seen that that there were positive and statisticallysignificant relationships between the emotional, instructional, and instrumentalsupportive behaviors of the school principals and their collective responsibility levelsof the teachers and that the principals' educational support predicted the collectiveresponsibility of the teachers. It was also observed that the qualitative findings of thestudy corresponded to the quantitative findings and supported them.Öğe Mesleki ve teknik ortaöğretim okulu öğretmenlerin algılarına göre okul müdürlerinin liderlik stilleri ile örgütsel sinizm arasındaki ilişki(2017) Güçlü, Nezahat; Kalkan, Fatma; Dağlı, EmineBu çalışmanın amacı, mesleki ve teknik ortaöğretim okulu öğretmenlerinin algılarına göre okul müdürlerinin liderlik stilleri ile örgütsel sinizm arasındaki ilişkiyi tespit etmektir. Araştırmanın evrenini, 2012-2013 eğitim öğretim yılında Ankara ili Altındağ ilçesinde yer alan mesleki ve teknik ortaöğretim kurumlarında görev yapmakta olan 1090 öğretmen, örneklemini ise basit seçkisiz örnekleme yöntemi ile seçilen 201 öğretmen oluşturmuştur. Okul müdürlerinin dönüşümcü liderlik stili ile örgütsel sinizmin bütün boyutları arasında negatif yönde anlamlı ilişkiler bulunmuştur. Etkileşimci liderlik stili ile örgütsel sinizmin bilişsel ve duyuşsal sinizm boyutları arasında negatif yönde; davranışsal sinizm boyutu arasında pozitif yönde ve anlamlı ilişkiler bulunmuştur. Ayrıca okul müdürlerinin dönüşümcü ve etkileşimci liderlik stillerinin örgütsel sinizmin bilişsel, duyuşsal ve davranışsal sinizm boyutları üzerinde anlamlı birer yordayıcı olduğu saptanmıştırÖğe Öğretmenlerin Müdür Desteği Algıları ile Okulların Akademik İyimserlik Düzeyleri Arasındaki İlişki(2021) Kalkan, Fatma; Dağlı, EmineBu araştırmanın amacı, öğretmenlerin müdür desteği algıları ile okulların akademik iyimserlik düzeyleri arasındakiilişkiyi incelemektir. İlişkisel araştırma yöntemi kullanılmıştır. Araştırmanın evrenini, 2020-2021 öğretim yılında Hatay ilininDefne merkez ilçesindeki ilköğretim okullarında görevli öğretmenler oluşturmaktadır. Araştırma evreninden basit seçkisizörnekleme yoluyla seçilen 333 ilköğretim okulu öğretmeni örnekleme alınmıştır. Veri toplama aracı kişisel bilgi formundan,müdür desteği ölçeğinden ve okul akademik iyimserlik ölçeğinden oluşmaktadır. Araştırmanın sonucunda öğretmenlerinalgılarına göre okul müdürleri, genel olarak öğretmenleri desteklediği tespit edilmiştir. Ancak okul müdürünün araçsaldesteği, duygusal desteğe ve öğretimsel desteğe göre daha fazladır. Okulların genel olarak akademik iyimserlik düzeyleriyüksektir. Bununla birlikte okullardaki akademik vurgu, öz yeterlik ve güvenden daha yüksektir. Araştırmada, müdürdesteği ölçeğinin alt boyutları ile okul akademik iyimserlik ölçeğinin alt boyutları arasında pozitif ve anlamlı ilişkilerbulunmuştur. Öğretmenlerin müdür desteği algılarının okulların akademik iyimserlik düzeylerinin anlamlı bir yordayıcısıolduğu ortaya konulmuştur. Okul müdürlerinin en az öğretimsel desteği sunduğu, okulların akademik iyimserliklerinin iseen az güven boyutunda olduğu göz önüne alınarak okul yöneticilerine yönelik düzenlenecek hizmetiçi eğitim programlarınıniçeriğinde öğretimsel liderlik ve örgütsel güven konularına öncelikle yer verilebilir.Öğe The Relationship Between Empowering Leadership Behaviors of School Principals and Teachers' Self-Efficacy Perceptions and Job Satisfaction Levels(Turkish Education Assoc, 2021) Dagli, Emine; Kalkan, FatmaThis study aims to examine the relationship between empowering leadership behaviors of school principals and teachers' self-efficacy perceptions and job satisfaction levels. 260 teachers working in the Antakya district of Hatay province and selected by the stratified sampling method participated in the study. The Empowering Leadership Questionnaire, Teacher Self-Efficacy Belief Scale, Minnesota Job Satisfaction Scale were used to collect research data. Descriptive statistics, regression analysis, and path analysis were used to analyze the data. The findings of the study show that according to teachers' perceptions, school principals' empowering leadership behaviors are high. Similarly, it was found that teachers' self-efficacy perceptions and job satisfaction were also at a high level. Again, research findings reveal that there are moderate and positive relationships between empowering leadership behavior, self-efficacy, and job satisfaction. Empowering leadership behavior and self-efficacy are significant predictors of job satisfaction. Self-efficacy has a partial mediating effect on the relationship between empowering leadership behavior and job satisfaction. Based on the findings of the study, it was concluded that the empowering leadership behaviors of school principals, who play an important role in teachers' job satisfaction, have this effect on teachers' self-efficacy.Öğe The Relationship between Organisational Support and Teacher Leadership Perceptions of High School Teachers(2021) Dağlı, Emine; Kalkan, FatmaPurpose: The main purpose of this study is to determine the relationship between organisational support and teacher leadership perceptions of high school teachers. Design/Methodology/Approach: The population of this study, which was designed in the relational screening model, consists of teachers working in state high schools in the central districts of Hatay in the 2018-2019 academic year. 298 teachers were selected through the random selection method. The research data collected by the “Perceived Organisational Support Scale” and “Teacher Leadership Scale” were analysed via arithmetic means frequency values, percentage, standard deviation, Kruskal Wallis test, Mann Whitney U test, Pearson product of moments, and simple linear regression analysis. Findings: According to the results, it was determined that teachers’ perceptions of organisational support and teacher leadership are high. Teachers’ perceptions of the teacher leadership’s dimension of collaboration with colleagues differ significantly according to seniority and educational status variables. It has been observed that teachers working in schools accepting students without examination have a higher perception of organisational support than teachers working in schools that accept students with aptitude tests. There is a moderately positive significant relationship between teachers’ perceptions of organisational support and teacher leadership. The study determined that organisational support is a significant predictor of the sub-dimensions of teacher leadership, institutional development, professional development, and collaboration with colleagues. Highlights: Teachers who accept students without an exam have a higher perception of organisational support than teachers who accept students with aptitude tests. This shows that the school type is an important variable. In this direction, qualitative studies can be conducted to gain in-depth information on why the perception of organisational support differs according to school types. Considering that organisational support is a predictor of teacher leadership, it can be stated that there is a need for studies to determine the factors affecting teachers’ perceptions of organisational support.Öğe Views of secondary school students on ideal teacher qualifications: A phenomenological analysis(Institute of Advanced Engineering and Science, 2021) Kalkan, Fatma; Dağlı, EmineThis research aimed to reveal the views of secondary school students on ideal teacher qualifications. For this purpose, research was carried out in a phenomenological pattern, which is one of the qualitative research methods. The study was carried out with 76 students who were studying in a secondary school in the 2017-2018 academic year. The data were obtained with the repertory grid technique and interview technique. As a result of the analysis of the data, it was seen that the qualifications of the teachers considered ideal by the participants were among the general competencies of the teaching profession. According to the results of this research, ideally, teachers are expected to provide good and fun lessons, not discriminate among students, be friendly and calm in communications with students, and ensure discipline and democracy in the classroom environment. © 2021, Institute of Advanced Engineering and Science. All rights reserved.
