Examining the Relationship between Perceptions about SchoolPrincipal Support and the Levels of Collective Responsibility forPrimary School Teachers: Mixed-Method Research

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dc.contributor.authorDağlı, Emine
dc.contributor.authorKalkan, Fatma
dc.date.accessioned2024-09-19T16:28:09Z
dc.date.available2024-09-19T16:28:09Z
dc.date.issued2021
dc.departmentHatay Mustafa Kemal Üniversitesien_US
dc.description.abstractThe 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.en_US
dc.identifier.endpage1217en_US
dc.identifier.issn2147-1037
dc.identifier.issue2en_US
dc.identifier.startpage1164en_US
dc.identifier.trdizinid466119en_US
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/466119
dc.identifier.urihttps://hdl.handle.net/20.500.12483/16525
dc.identifier.volume22en_US
dc.indekslendigikaynakTR-Dizinen_US
dc.language.isoenen_US
dc.relation.ispartofAhi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisien_US
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.titleExamining the Relationship between Perceptions about SchoolPrincipal Support and the Levels of Collective Responsibility forPrimary School Teachers: Mixed-Method Researchen_US
dc.typeArticleen_US

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