SavedAdd your journal

Journals / Kuram ve Uygulamada Eğitim Bilimleri / 2012 / Cilt: 12 - Sayı: 4

Examination of relationships between instructional leadership of school principals and self-efficacy of teachers and collective teacher efficacy

Okul müdürlerinin öğretim liderliği davranışları ile öğretmen öz yeterliği ve kolektif öğretmen yeterliği arasındaki ilişkilerin incelenmesi

TEMEL ÇALIK
Feridun SEZGİN
Hasan KAVGACI
ALİ ÇAĞATAY KILINÇ
Pages
2487–2504
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Research findings indicated that the model fitted the data well with acceptable goodness of fit statistics.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The purpose of this study was to examine the relationships between school principals' instructional leadership behaviors and self-efficacy of teachers and collective teacher efficacy.
📊
Key Findings & Data:The study sample consisted of 328 classroom and branch teachers employed in primary schools in Ankara.
💡
Conclusion & Impact:Research findings indicated that the model fitted the data well with acceptable goodness of fit statistics.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

The purpose of this study was to examine the relationships between school principals' instructional leadership behaviors and self-efficacy of teachers and collective teacher efficacy. In this regard, a model based on hypotheses was designed to determine the relationships among variables. The study sample consisted of 328 classroom and branch teachers employed in primary schools in Ankara. Instructional Leadership Scale, Teachers' Sense of Efficacy Scale and Collective Efficacy Scale were used to gather data. Structural Equation Modeling was performed to test the model. Research findings indicated that the model fitted the data well with acceptable goodness of fit statistics. Consequently, instructional leadership had a significant direct and positive impact on collective teacher efficacy. Additionally, it was appeared that teachers' self-efficacy moderated the relationship between instructional leadership and collective teacher efficacy. Several suggestions were presented for improving teachers' self and collective efficacy.

Özet

Bu araştırmanın amacı ilköğretim okulu müdürlerinin öğretim liderliği davranışları ile öğretmen öz yeterliği ve kolektif öğretmen yeterliği arasındaki ilişkileri incelemektir. Araştırmada değişkenler arası ilişkileri belirlemeye yönelik hipotezlere dayalı bir model oluşturulmuştur. Araştırmanın örneklemini Ankara'da ilköğretim okullarında çalışmakta olan 328 sınıf ve branş öğretmeni oluşturmaktadır. Veri toplama araçları olarak Öğretim Liderliği Ölçeği, Öğretmen Öz Yeterlik Ölçeği ve Kolektif Yeterlik Ölçeği kullanılmıştır. Modelin test edilmesi için yapısal eşitlik modellemesi altında path analizi kullanılmıştır. Araştırma bulguları modelin verilerle kabul edilebilir bir uyum gösterdiğini ortaya koymaktadır. Öğretim liderliğinin kolektif öğretmen yeterliği üzerindeki doğrudan ve dolaylı etkisinin olumlu yönde ve anlamlı düzeyde olduğu bulunmuştur. Öz yeterliğin öğretim liderliği ile kolektif öğretmen yeterliği arasındaki ilişkiye aracılık ettiği ortaya çıkmıştır. Sonuçta öğretmen öz yeterliğini ve kolektif öğretmen yeterliğini geliştirmeye dönük bazı önerilerde bulunulmuştur.

🔖

Cite This Article

ÇALIK, T., SEZGİN, F., KAVGACI, H., KILINÇ, A. Ç. (2012). Examination of relationships between instructional leadership of school principals and self-efficacy of teachers and collective teacher efficacy. Kuram ve Uygulamada Eğitim Bilimleri, Cilt: 12 - Sayı: 4, 2487–2504. https://ajindex.com/articles/346362

References (10)

  1. Alig-Mielcalek, J. M. (2003). A model of school success: Instructional leadership, academic press, and student achievement (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No: 3093620). Allinder, R. M. (1995). An examination of the relationship between teacher efficacy and curriculum-based measurement and student achievement. Remedial and Special Education, 16 (4), 247-255.
  2. Antonelli, L. A. (2005). Organizational and SES predictors of student achievement and school effectiveness (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No: 3189160). Armstrong-Coppins, D. R. (2003). What principals do to increase collective teacher efficacy in urban schools (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No: 3119769). Balcı, A. (2007). Etkili okul ve okul geliştirme (4. bs). Ankara:
  3. Pegem A. Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122-147.
  4. Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.
  5. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman. Basım, H. N., Korkmazyürek, H. ve Tokat, A. O. (2008). Çalışanların öz yeterlilik algılamasının yenilikçilik ve risk alma üzerine etkisi: Kamu sektöründe bir araştırma. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 19, 121-130.
  6. Betoret, F. D. (2009). Self-efficacy, school resources, job stressors and burnout among Spanish primary and secondary school teachers: A structural equation approach. Educational Psychology, 29 (1), 45-68.
  7. Bitto, L., & Butler, S. (2010). Math teacher self-efficacy and its relationship to teacher effectiveness. Journal of Cross- Disciplinary Perspectives in Education, 3 (1), 40-45.
  8. Blase, J., & Blase, J. (1999a). Effective instructional leadership: Teachers’ perspectives on how principals promote teaching and learning in schools. Journal of Educational Administration, 38 (2), 130-141.
  9. Blase, J., & Blase, J. (1999b). Principals’ instructional leadership and teacher development: Teachers’ perspectives. Educational Administration Quarterly, 35(3), 349-378.
  10. Brinson, D., & Steiner, L. (2007). Building collective efficacy: How leaders inspire teachers to achieve (Issue Brief). Washington, DC: Center for Comprehensive School Reform and Improvement. Retrieved December 20, 2010 from http://www. centerforcsri.org/files/CenterIssueB