Öğretmenlerin liderlik tipleri ve inovasyonel yaklaşımlarının incelenmesi
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Date
2021
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Hatay Mustafa Kemal Üniversitesi
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info:eu-repo/semantics/openAccess
Abstract
Bu çalışma öğretmenlerin liderlik tipleri ile inovasyonel yaklaşımları belirlemek amacıyla yapılmıştır. Araştırma Osmaniye ilinin Kadirli ilçesinde Milli Eğitim Bakanlığına bağlı olarak çalışan beş farklı branştaki öğretmenlerin katılımıyla gerçekleştirilmiştir. Araştırmaya katılan öğretmenlerin 103'ü kadın 136'sı erkek olmak üzere toplam 239 kişi çalışmaya katılmıştır. Veri toplama aracı olarak demografik özellikleri belirlemek amacıyla araştırmacı tarafından hazırlanmış kişisel bilgi formu, liderlik tarzlarını belirlemek amacıyla Yiğit (1996) doktora tezinde kullandığı, orijinal hali Hemphill ve Coons tarafından hazırlanan, Andrew W. Halpin ve B. J. Winer tarafından geliştirilen "Liderlik Davranışlarını Betimleme Anketi", Ergun tarafından türkçeye uyarlanmış 33 soruluk liderlik tarzları ölçeği kullanılmıştır. Araştırmada kullanılan diğer ölçeği ise Çavuş (2006) 'un doktora tezinden alınan inovasyon ölçeğidir. Ölçeklerin geçerlilik ve güvenilirlik çalışması Bayram (2013) tarafından yapılmış Cronbach's Alpha değerlerin 0,60'ın üzerinde olduğu görülmüştür. Öğretmenlerin branş dağılımları Beden Eğitimi ve Spor Öğretmeni, Türkçe Öğretmeni, Matematik Öğretmeni, İngilizce Öğretmeni ve Sınıf Öğretmeni olarak belirlenmiştir. Araştırmada katılımcıların otokratik, demokratik, hümanist, bürokratik ve karizmatik liderlik türleri ile inovasyon arasında Kolerasyon testi sonuçlarında pozitif yönlü, anlamlı bir ilişkinin olduğu tespit edilmiştir. Liderlik türlerinin inovasyon üzerindeki etkisini belirlemek amacıyla yapılan regresyon testi sonuçlarında değişkenler arasında anlamlı bir farklılığın olduğu, bu farklılığın ise otokratik, demokratik ve hümanist liderlik türleri olduğu tespit edilmiştir. Bürokratik ve karizmatik liderlik türlerinin inovasyon üzerinden anlamlı bir etkisinin olmadığı tespit edilmiştir
This study was conducted to determine teachers' leadership types and innovative approaches. The research was carried out with the participation of teachers from five different branches working under the Ministry of National Education in Kadirli district of Osmaniye. A total of 239 people, including 103 women and 136 men, participated in the study. As a data collection tool, a personal information form prepared by the researcher to determine demographic characteristics, and a "Leadership Behaviors Descriptive Questionnaire" used in Yiğit's (1996) doctoral thesis to determine leadership styles, the original version was prepared by Hemphill and Coons and developed by Andrew W. Halpin and BJ Winer. A 33-question leadership styles scale, adapted to Turkish by Ergun, was used. The other scale used in the research is the innovation scale taken from Sergeant (2006)'s doctoral thesis. The validity and reliability study of the scales was carried out by Bayram (2013) and Cronbach's Alpha values were found to be above 0.60. The branch distribution of the teachers has been determined as Physical Education and Sports Teacher, Turkish Tearsher, Mathematics Tearsher, English Tearsher and Classroom Teacher. In the study, it was determined that there is a positive and significant relationship between the autocratic, democratic, humanist, bureaucratic and charismatic leadership types of the participants and innovation in the pearson correlation test results. In the regression test results conducted to determine the effect of leadership styles on innovation, it was determined that there is a significant difference between variables, and this difference is autocratic, democratic and humanist leadership styles. It has been determined that bureaucratic and charismatic leadership types do not have a significant effect on innovation.
This study was conducted to determine teachers' leadership types and innovative approaches. The research was carried out with the participation of teachers from five different branches working under the Ministry of National Education in Kadirli district of Osmaniye. A total of 239 people, including 103 women and 136 men, participated in the study. As a data collection tool, a personal information form prepared by the researcher to determine demographic characteristics, and a "Leadership Behaviors Descriptive Questionnaire" used in Yiğit's (1996) doctoral thesis to determine leadership styles, the original version was prepared by Hemphill and Coons and developed by Andrew W. Halpin and BJ Winer. A 33-question leadership styles scale, adapted to Turkish by Ergun, was used. The other scale used in the research is the innovation scale taken from Sergeant (2006)'s doctoral thesis. The validity and reliability study of the scales was carried out by Bayram (2013) and Cronbach's Alpha values were found to be above 0.60. The branch distribution of the teachers has been determined as Physical Education and Sports Teacher, Turkish Tearsher, Mathematics Tearsher, English Tearsher and Classroom Teacher. In the study, it was determined that there is a positive and significant relationship between the autocratic, democratic, humanist, bureaucratic and charismatic leadership types of the participants and innovation in the pearson correlation test results. In the regression test results conducted to determine the effect of leadership styles on innovation, it was determined that there is a significant difference between variables, and this difference is autocratic, democratic and humanist leadership styles. It has been determined that bureaucratic and charismatic leadership types do not have a significant effect on innovation.
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Keywords
Eğitim ve Öğretim, Education and Training ; Spor
