Original article | Journal of Innovative Research in Teacher Education 2022, Vol. 3(2) 209-225
Mevlüt Kara
pp. 209 - 225 | DOI: https://doi.org/10.29329/jirte.2022.464.10 | Manu. Number: MANU-2206-01-0002.R1
Published online: September 13, 2022 | Number of Views: 122 | Number of Download: 678
Abstract
This study aimed to examine the relationship between school culture and teacher leadership based on the perceptions of teachers working in primary schools. The study was designed with a predictive correlational model. The sample consisted of 625 teachers who were determined through a simple random sampling technique. The data were collected through the School Culture Scale and the Teacher Leadership Scale. In data analysis, mean and standard deviation were used to reveal the participants’ level of perception. Additionally, Pearson product-moment correlation coefficient and multiple regression analyses were performed. As a result, it was revealed that the teachers have relatively higher levels of perception about the task culture, success culture, and support culture while their perceptions of bureaucratic culture are moderate. Moreover, it was concluded that the participants’ overall perceptions of teacher leadership are partially high. It was found that there is a moderate positive and significant relationship between teacher leadership and the sub-dimensions of the task, support, and success cultures, and a low level of positive and significant relationship with the sub-dimension of bureaucratic culture. Finally, it was yielded that task culture, support culture, success culture, and bureaucratic culture predict teacher leadership significantly. Therefore, it is suggested to develop informal relationships, create an environment of trust, promote horizontal organizational structures, support teacher autonomy, and appreciate teacher achievement to develop teacher leadership at schools.
Keywords: School culture, Teacher leadership, Primary schools, Teacher.
How to Cite this Article? |
---|
APA 6th edition Harvard Chicago 16th edition |
References |
---|
Akın Kösterelioğlu, M., & Demir, F. (2014). Öğretmenlerin bireysel yenilikçilik düzeyinin öğretmen liderliğine etkisi [The impact of teachers’ individual innovativeness levels on teacher leadership]. The Journal of Academic Social Science Studies, 26(1), 247-255. http://dx.doi.org/10.9761/JASSS2271 Araşkal, S., & Kılınç, A. Ç. (2019). Öğretmen liderliğini etkileyen faktörlerin incelenmesi: Nitel bir araştırma [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 Aslan, H., Çalık, T., & Er, E. (2019). İlkokul öğretmenlerinin öğretmen liderliği ve politik beceri algılarının incelenmesi. Ilkogretim Online, 18(3), 1087-1098. https://doi.org/10.17051/ilkonline.2019.610689 Atay, K. (2001). Öğretmen, yönetici ve denetmenlerin bakış açısından okul kültürü ve öğretmen verimliliğine etkisi [The impact on school culture and teacher productivity from the perspective of teachers, administrators and supervisors]. Educational Administration: Theory and Practice, 26(26), 179-194. https://dergipark.org.tr/en/pub/kuey/issue/10370/126918 Ayvalı, Ö., & Koşar, D. (2021). Okul yöneticilerinin ve öğretmenlerin görüşlerine göre öğretmen liderliği: Fenomenolojik bir çalışma [School administrators and teachers’ views on teacher leadership: A phenomenological study]. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 42(2), 955-992. https://doi.org/10.17152/gefad.910330 Balcı, A. (2013). Etkili okul ve okul geliştirme: Kuram, uygulama ve araştırma [Effective school and school development: Theory, practice and research] (6th edt.). Ankara: Pegem. Balçık, E., & Ordu, A. (2019). Örgüt kültürü, psikolojik güçlendirme ve örgütsel bağlılık arasındaki ilişkiler [The relationships between organizational culture, psychological empowerment and organizational commitment]. Bursa Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 32(1), 93-119. https://dx.doi.org/10.19171/uefad.459546 Beycioğlu, K. (2009). İlköğretim okullarında öğretmenlerin sergiledikleri liderlik rollerine ilişkin bir değerlendirme (Hatay ili örneği) [An analysis of teacher leadership roles in elementary schools (The case of Hatay province)]. (Doctoral dissertation). İnönü University. https://tez.yok.gov.tr/UlusalTezMerkezi/ Access Date: 05/03/2022 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. https://dergipark.org.tr/en/pub/kuey/issue/10324/126584 Bozkuş, K., Taştan, M., & Turhan, E. (2015). Öğretmenlerin öğretmen liderliğine ilişkin algıları ve beklentileri [Teachers’ perceptions and expectations of teacher leadership]. Journal of Human Sciences, 12(1), 298-326. https://doi.org/10.14687/ijhs.v12i1.2958 Büyüköztürk, Ş. (2010). Sosyal bilimler için veri analizi el kitabı [Data analysis handbook for social sciences]. Ankara: Pegem. Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2020). Eğitimde bilimsel araştırma yöntemleri [Scientific research methods in education] (29th edt.). Ankara: Pegem. Byrne, B. M. (2010). Structural equation modeling with AMOS: Basic concepts, applications, and programming. New York: Routledge. Can, N. (2006). Öğretmen liderliği ve engelleri [Teacher leadership and barriers]. Sosyal Bilimler Araştırmaları Dergisi, 2, 137-161. https://dergipark.org.tr/en/pub/gopsbad/issue/48542/616264 Cansoy, R., & Parlar, H. (2017). Examining the relationship between school culture and teacher leadership. International Online Journal of Educational Sciences, 9(2), 310-322. https://doi.org/10.15345/iojes.2017.02.001 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 Cemaloğlu, N., & Savaş, G. (2018). Examining the relationship between supportive behaviors of school principals and teacher leadership. International Online Journal of Educational Sciences, 10(1), 244-258. https://doi.org/10.15345/iojes.2018.01.018 Çelik, V. (2002). Okul kültürü ve yönetimi [School culture and management]. Ankara: Pegem. Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları [Multivariate statistics for social sciences: Applications of SPSS and LISREL] (2nd Edition). Ankara: Pegem. Dağlı, E., & Kalkan, F. (2021). The relationship between organisational support and teacher leadership perceptions of high school teachers. Kastamonu Education Journal, 29(5), 987-999. https://doi.org/10.24106/kefdergi.859758 Danielson, C. (2006). Teacher leadership that strengthens professional practice. Alexandria, Virginia USA: Association for Supervision and Curriculum Development. Deal, T. E., & Peterson, K. D. (2009). Shaping school culture: Pitfalls, paradoxes, and promises [2nd Edition]. San Francisco: Jossey-Bass. Demir, K. (2014). Öğretmen liderliği kültürü ölçeği: Geçerlik ve güvenilirlik çalışması [Teacher leadership culture scale: A study of validity and reliability]. Elementary Education Online, 13(2), 334-344. https://www.ilkogretim-online.org/fulltext/218-1596898577.pdf?1660839883 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. Demirtaş, H., Aksoy, M., Balı, O., & Çağlar, Ç. (2019). İlkokullarda örgüt kültürünün sınıf öğretmenlerinin motivasyonuna etkisi [Effect of organizational culture on motivation of classroom teachers in primary schools]. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 31, 1-39. https://dx.doi.org/10.14520/adyusbd.486990 Eisenberger, R., Cummings, J., Armeli, S., & Lynch, P. (1997). Perceived organizational support, discretionary treatment, and job satisfaction. Journal of Applied Psychology, 82, 812-820. https://psycnet.apa.org/doi/10.1037/0021-9010.82.5.812 Ergül, H. F. (2020). Pozitif psikolojik sermaye ile öğretmen liderliği ilişkisi [The relationship between positive psychological capital and teacher leadership]. EKEV Akademi Dergisi, (84), 325-336. https://dergipark.org.tr/en/pub/sosekev/issue/71841/1154824 Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th Edition). New York: McGraw-Hill. Frost, D., & Durrant, J. (2002). Teachers as leaders: Exploring the impact of teacher-led development work. School Leadership & Management, 22(2), 143-161. https://doi.org/10.1080/1363243022000007728 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 Gonzales, S., & Lambert, L. (2001). Teacher leadership in professional development schools: Emerging conceptions, identities, and practices. Journal of School Leadership, 11(1), 6–24. https://doi.org/10.1177/105268460101100102 Grant, C. (2019). Excavating the South African teacher leadership archive: Surfacing the absences and reimagining the future. Educational Management Administration & Leadership 47(1): 37–55. https://doi.org/10.1177/1741143217717274 Gülbahar, B. (2017). Investigation of perceptions regarding teacher leadership among secondary school teachers in Turkey. Journal of Education and Training Studies, 5(2), 111-119. http://dx.doi.org/10.11114/jets.v5i2.2040 Hairon, S., Goh, J. W. P., & Chua, C. S. K. (2015). Teacher leadership enactment in professional learning community contexts: Towards a better understanding of the phenomenon. School Leadership & Management, 35(2), 163-182. https://doi.org/10.1080/13632434.2014.992776 Handy, C. B. (1993). Understanding organizations (4nd Ed.). New York: Oxford University Press. Harris, A. (2002). Effective leadership in schools facing challenging contexts. School Leadership & Management, 22(1), 15-26. https://doi.org/10.1080/13632430220143024a 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., & Lambert, L. (2003). Building leadership capacity for school improvement. Buckingham: Open University Press. Harris, A., & Muijs, D. (2005). Improving schools through teacher leadership. New York: McGraw-Hill Education. Hoy, W. K., & Miskel, C. G. (2012). Eğitim yönetimi: Teori, araştırma ve uygulama [Educational administration: Theory, research, and practice] (Trans.: S. Turan). Ankara: Nobel. Hudley, C. & Annette, D. M. (2008). Cultures in contrast: Understanding the influence of school culture on student engagement. In C. Hudley & A. E. Gottfried (Eds.), Academic motivation and the culture of school in childhood and adolescence (pp. 187-217). USA: Oxford University Press. İbiş, Y., & Çalışkan, Ö. (2021). Öğretmenlerin liderlik rollerine ilişkin algı ve beklentilerinin incelenmesi [Examination of teachers’ perceptions and expectations about teacher leadership roles]. Milli Eğitim, 50(230), 423-444. https://doi.org/10.37669/milliegitim.691513 İlğan, A., Çelik-Çalı, M., Sevim, F., & Bolat, Ö. (2021). Eğitimcilerin örgütsel güven algılarının mesleki gelişim faaliyetleri üzerindeki etkisi [The effect of educators’ perception of organizational trust on professional development]. Journal of Innovative Research in Teacher Education, 2(3), 193-213. https://doi.org/10.29329/jirte.2021.408.2 Kabler, A. L. (2013). Understanding the relationship between school culture and teacher leadership (Doctoral dissertation). Grand Canyon University. Retrieved from https://www.proquest.com/docview/1426247303?pqorigsite=gscholar&fromopenview=true Access Date: 06/03/2022 Kalkan, Ü. (2020). Okul yöneticilerinin liderlik stilleri, okul kültürü ve örgütsel imaj ilişkisi [The relationship between school administrators' leadership styles and school culture and organisational image] (Master’s thesis). Near East University, Turkish Republic of Northern Cyprus. https://tez.yok.gov.tr/UlusalTezMerkezi/ Access Date: 06/03/2022 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. https://doi.org/10.33200/ijcer.1037128 Katzenmeyer, M., & Moller, G. (2013). Awakening the sleeping giant: Helping teachers develop as leaders (3rd Ed.). California: Corwin. Kaysılı, A. (2020). Okul kültürünün sosyal inşası: Bir eğitim antropolojisi araştırması [Social construction of school culture: A study of educational anthropology]. Ankara: Pegem. Kılınç, A. Ç. (2014). Öğretmen profesyonelizminin bir yordayıcısı olarak okul kültürü [School culture as a predictor of teacher professionalism]. Education and Science, 39(174), 105-118. http://dx.doi.org/10.15390/EB.2014.2756 Kılınç, A. Ç., & Recepoğlu, E. (2013). Ortaöğretim okulu öğretmenlerinin öğretmen liderliğine ilişkin algı ve beklentileri [High school teachers' perceptions on and expectations from teacher leadership]. Kalem Eğitim ve İnsan Bilimleri Dergisi, 3(2), 175-215. http://www.kalemacademy.com/ Korumaz, M., Kilic, G. N., & Kocabas, I. (2020). School culture as a predictor of teachers’ alienation at schools. International Online Journal of Educational Sciences, 12(3), 40-56. https://doi.org/10.15345/iojes.2020.03.004 Koşar, S., & Çalık, T. (2011). Okul yöneticilerinin yönetimde gücü kullanma stilleri ile örgüt kültürü arasındaki ilişki [The relationship between primary school administrators’ styles of using power in management and organizational culture]. Educational Administration: Theory and Practice, 17(4), 581-603. https://dergipark.org.tr/en/pub/kuey/issue/10326/126600 Muijs, D., & Harris, A. (2003). Teacher leadership: Improvement through empowerment? An overview of the literature. Educational Management & Administration, 31(4), 437-448. https://doi.org/10.1177/0263211X030314007 Muijs, D., & Harris, A. (2006). Teacher led school improvement: Teacher leadership in the UK. Teaching and Teacher Education, 22(8), 961-972. https://doi.org/10.1016/j.tate.2006.04.010 Öntaş, T., & Okut, L. (2017). Özel öğretim kurumlarındaki ilk ve ortaokul öğretmenlerinin öğretmen liderliği davranışları ve sınıf yönetimi eğilimleri arasındaki ilişki [The relationship between private elementary and middle school teachers’ leadership behaviors and classroom management tendencies]. Inonu University Journal of the Faculty of Education, 18(1), 98- 115. https://doi.org/10.17679/inuefd.296131 Özdemir, S. (2012). İlköğretim okullarında okul kültürü ile örgütsel sağlık arasındaki ilişki [The relationship between school culture and organizational health in primary schools]. Educational Administration: Theory and Practice, 18(4), 599-620. https://dergipark.org.tr/en/pub/kuey/issue/10322/126577 Özdemir, S., & Kılınç, A. Ç. (2015). Teacher leadership: A conceptual analysis. In K. Beycioğlu ve P. Pashiardis (Eds.), Multidimensional perspectives on principal leadership effectiveness (pp. 257-282). IGI Global. Özdevecioğlu, M. (2003). Algılanan örgütsel destek ile örgütsel bağlılık arasındaki ilişkilerin belirlenmesine yönelik bir araştırma [A study to determine the relationships between perceived organizational support and organizational commitment]. DEÜ İ.İ.B.F. Dergisi, 18(2), 113-130. https://dergipark.org.tr/tr/download/article-file/211307 Öztürk, N., & Şahin, S. (2017). Eğitim örgütlerinde örgüt kültürü ve öğretmen liderliği: Lider-üye etkileşiminin aracılık rolü [Organizational culture and teacher leadership in educational organizations: Mediation role of leader-member exchange]. Elementary Education Online, 16(4), 1451-1468. https://doi.org/10.17051/ilkonline.2017.342967 Pineda-Báez, C., Bauman, C., & Andrews, D. (2020). Empowering teacher leadership: A cross-country study. International Journal of Leadership in Education, 23(4), 388-414. https://doi.org/10.1080/13603124.2018.1543804 Recepoğlu, E. (2014). Okul kültüründe liderlik [Leadership in school culture]. In N. Güçlü, (Eds.), Okul Kültürü [School culture] (pp. 205-232). Ankara: Pegem. Savaş, G. (2019). Okul müdürlerinin görüşlerine göre öğretmen liderliği: Nitel bir araştırma [Teacher leadership according to the views of school principals: A qualitative study]. International Journal of Leadership Studies: Theory and Practice, 2(3), 207-222. https://dergipark.org.tr/en/pub/ijls/issue/50848/526262 Sawalhi, R., & Chaaban, Y. (2022). Student teachers’ perspectives towards teacher leadership. International Journal of Leadership in Education, 25(4), 586-602. https://doi.org/10.1080/13603124.2019.1666430 Sezgin, F. (2010). Öğretmenlerin örgütsel bağlılığının bir yordayıcısı olarak okul kültürü [School culture as a predictor of teachers’ organizational commitment]. Education and Science, 35(156),142-159. http://egitimvebilim.ted.org.tr/index.php/EB/article/view/248 Struyve, C., Meredith, C., & Gielen, S. (2014). Who am I and where do I belong? The perception and evaluation of teacher leaders concerning teacher leadership practices and micropolitics in schools. Journal of Educational Change, 15(2), 203-230. https://doi.org/10.1007/s10833-013-9226-5 Şahin, F., & Tabak, H. (2022). Yönetim yaklaşımları ve okula yansımaları [Management approaches and their reflections on the school]. In H. Tabak & F. Şahin (Eds.), Türk eğitim sistemi ve okul yönetimi [Turkish education system and school administration] (pp. 1-21). Ankara: Pegem. Şişman, M. (2014). Örgütler ve kültürler [Organizations and cultures] (4th edt.). Ankara: Pegem. Terzi, A. R. (2005). İlköğretim okullarında örgüt kültürü [Organizational culture in primary schools]. Educational Administration: Theory and Practice, 11(43), 423-442. https://dergipark.org.tr/en/pub/kuey/issue/10354/126787 Topçu, İ. (2019). Okul iklimi ve okul kültürü [School climate and school culture]. Ankara: Anı. Tosun, E. (2022). Okul kültürü ile liderlik arasındaki ilişkinin ele alındığı araştırmaların farklı değişkenlere göre incelenmesi [Examination of researches on the relationship between school culture and leadership according to different variables] (Master's Degree Project). Pamukkale University, Turkey. http://acikerisim.pau.edu.tr:8080/xmlui/handle/11499/38965 Access Date: 22/05/2022 Ustaoğlu, Y., & Tekin Bozkurt, A. (2022). Lider öğretmen rolleri ve davranışların incelenmesi: Nitel bir araştırma [A research of teacher leader roles and their behaviors: A qualitative study]. Harran Maarif Dergisi, 7(1), 46-68. http://doi.org/10.22596/hej.908345 Wagner, C. R. (2006). The school leader’s tool for assessing and improving school culture. Principal Leadership, 7(4), 41-44. https://www.redorbit.com/news/education/847037/the_school_leaders_tool_for_assessing_and_improving_school_culture/ Wenner, J. A., & Campbell, T. (2017). The theoretical and empirical basis of teacher leadership: A review of the literature. Review of Educational Research, 87(1), 134-171. https://doi.org/10.3102/0034654316653478 Wynne, S. M. (2004). A study of the relationships between teacher leadership and school culture in secondary schools within the Eastern School District on Prince Edward Island (Doctoral dissertation). University of Prince Edward Island, Canada. https://islandscholar.ca/islandora/object/ir%3A21605/datastream/PDF/view Access Date: 07/03/2022 Yazıcıoğlu, Y., & Erdoğan, S. (2004). SPSS uygulamalı bilimsel araştırma yöntemleri [SPSS applied scientific research methods]. Ankara: Detay. Yılmaz, A., & Erol, E. (2023). Okullardaki örgüt kültürü ile politik taktikler arasındaki ilişkinin incelenmesi [Surveying the relationship between organization culture and political tactics in schools]. Kalem Eğitim ve İnsan Bilimleri Dergisi, 13(2), 223-245. https://doi.org/10.23863/kalem.2022.234 York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74(3), 255-316. https://doi.org/10.3102/00346543074003255 Yurttaş, A. (2022). Ortaokul müdürlerinin liderlik stilleri, okul kültürü ve okul dinamizmi arasındaki ilişkiler [Relationship between middle school managers' leadership styles, school culture and school dynamism] (Master’s thesis). Dokuz Eylul University, Turkey. https://tez.yok.gov.tr/UlusalTezMerkezi/ Access Date: 05/03/2022 Yusof, H., Osman, M. N. A., & Noor, M. A. M. (2016). School culture and its relationship with teacher leadership. International Journal of Academic Research in Business and Social Sciences, 6(11), 272-286. http://dx.doi.org/10.6007/IJARBSS/v6-i11/2396 |