Okul Müdürlerinin Etkili Liderlik Davranışları ile Okul Etkililiği Arasındaki İlişki

Cerit, Yusuf; Yıldırım, Bilal

doi:10.14686/buefad.312405

Cited by 31 publications

(36 citation statements)

References 19 publications

(21 reference statements)

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“…Cemaloğlu (2007) tarafından yapılan faktör analizi sonucunda 21 maddenin bir faktör altında toplandığı ve toplam varyansın .71 olduğu anlaşıldı. Maddelerin Cronbach Alpha katsayısı α=.94, faktör yükleri ise .59 ile .87 arasındadır (Cemaloğlu, 2007b). Bu araştırmada yapılan geçerlik ve güvenirlik çalışmasında da ODÖ bir faktör bulunmuştur.…”

Section: Olumsuz Davranış öLçeği (Odö)unclassified

İlköğretim Okullarında Görev Yapan Öğretmenlerin Bezdiri Yaşama Düzeyi İle Örgütsel Bağlılıkları Arasındaki İlişkinin İncelenmesi

Çelik¹

2020

TurkishStudies

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The purpose of this study is to determine the relationship between the mobbing experience of teachers in the education institution they work and their organizational commitment. In this study which is relational screening model, consulted to randomly selected total of 750 teachers who working 45 public primary schools at all district and province of Tokat. İn this study, "Negative Acts Questionarrie (NAQ)" was used in order to determine the level of mobbing according to the perceptions of primary school teachers, and "Organizational Commitment Questionnaire (OCQ)" was used ın order to measure the level of organizational commitment of teachers as a means of data collection tools. Sub-problems to solve, the data obtained by means of scales transferred to the SPSS 17 package program, calculated arithmetic mean, standard deviation values, pearson correlation coefficients and regression analysis was made. Significance level of .05 was used for statistical analysis. The following conclusions are reached as a result of the research; the highest organizational commitment of teachers is the emotional commitment, and normative commitment is followed this. It has been concluded that the lowest organizational commitment of teachers is continuation commitment. There is moderate negative and significant relationship between exposure mobbing level of teachers, working in primary schools with the emotional commitment, and normative commitment of teachers. It is concluded that the relationship between mobbing level and continuation commitment of teachers is lower, positive and significant. As a result of this study, as the frequency of teachers' mobbing experince is advancing, the organizational commitment level which is perceived by school teachers is reducing. * Bu makale Hanifi Yumuşak 'ın Sabri Çelik danışmanlığında yürüttüğü yüksek lisans tezinden üretilmiştir.

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Section: Olumsuz Davranış öLçeği (Odö)unclassified

İlköğretim Okullarında Görev Yapan Öğretmenlerin Bezdiri Yaşama Düzeyi İle Örgütsel Bağlılıkları Arasındaki İlişkinin İncelenmesi

Çelik¹

2020

TurkishStudies

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“…Çobanoğlu and Badavan (2017) included variables such as clearly stated mission, providing all students learning opportunities and effective use of education period, monitoring student development to these common characteristics. Apart from these determinations, effective school characteristics in Turkey in primary education (Balcı, 2002;Şişman, 2002;Şenel and Buluç, 2016;Yıldırım, Akan, and Yalçın, 2017;Cerit and Yıldırım, 2017) secondary education (Çubukçu and Girmen, 2006;Yörük and Şahin, 2012;Vatanartıran, and Eren, 2014) were studied in the contexts of their relations with various variables. Effective school studies in Turkey developed in accordance with the country's periodical problems.…”

Section: Quality Schoolmentioning

confidence: 99%

Administrators’ Opinions on Qualified School Characteristics of Project Schools

Giorgetti¹,

Çeven²,

Topaloğlu³

et al. 2019

Educational Administration: Theory and Practice

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The purpose of this study is to demonstrate whether the PSs Schools (PSs) carry the qualifications of a qualified school, based on the views of school administrators and the documents on the websites of these schools. Within the scope of this research, qualified school is defined as a school concentrates on students' nature, pays attention to the activity of students and authentic, free and democratic. The data was collected through semi-structured interviews, conducted individually via face-to-face meetings with the administrators of six different PSs Schools in Istanbul. After the administrator interviews were conducted, the web sites of these schools were examined in relation to the history, mission and visions of schools, school councils, school board decisions, school projects and activities. Descriptive analysis was used in the analysis of research data. According to the results obtained from the research, the most important area of freedom in PSs is that the administrators can choose the teachers to work and the teachers may overcome the curriculum. The freedom of students is very limited, especially in the case of elective courses. Administrators have different opinions about the democratic aspects of their schools. This is a result of administrators' looking at different aspects of the concept of democratic school. It can be said that the democratic structure of PSs became more evident during the election of student councils and the determination of the uniforms. According to another result of the research, the activation of the learners is taken over from the extracurricular activities and it seems that there is difficulty in finding time for the extracurricular activities. Physical limitations such as legislation and curricula prevent class building according to the interests and abilities of students. On the other hand, it is stated that classes suitable for the student's natural strengths, interests and abilities are possible in extracurricular activities such as project studies and science olympiads.

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“…In parallel, it is also observed that there are studies investigating the effectiveness of schools and administrators in the national literature (e.g. Arslantaş and Özkan, 2014;Cerit and Yıldırım, 2017;Gökçe and Kahraman, 2010). In most of these studies, general characteristics of effective principal behaviors were revealed as a component, and it was observed that they did not sufficiently focus on strong and weak behaviors exhibited by school principals.…”

Section: Introductionmentioning

confidence: 96%

Factors That Limit Effective Administrative Behaviors of School Principals: A Mixed Method Study

Cansoy

Kutlu²,

Araşkal³

et al. 2018

TAKSAD

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In this study, effective administrative behaviors that school principals exhibit according to teacher perceptions, their ineffective behavioral patterns, and their ineffective behavioral reasons were investigated. The study was conducted based on the mixed method. The explanatory design in which first quantitative data and then qualitative data are collected to explain quantitative data was conducted. A total of 200 teachers who could be reached from teachers employed in elementary, secondary and high schools located in Karabük province constituted the sample of the study. The participants in the qualitative section of the study were 19 teachers from different school types. Quantitative data were collected by the Administrative Effectiveness Scale. A semi-structured interview was used to obtain qualitative data. In this study, quantitative research findings showed that effective administrative behaviors of school principals were at the moderate level. According to these findings, it was observed that school principals' behaviors in the areas such as supporting teacher professional development, sparing time to improve education and training, and well running of the reward system were not at sufficient levels. The findings in the qualitative section of the study supported these findings. In this context, qualitative findings conducted with teachers revealed that school principals' administrative efforts to improve education and training in the school were not at the desired level. On the other hand, the fact that school administrators had shortcomings with respect to exhibiting behaviors for supporting teachers' professional development, rewarding teacher achievements, well structuring of the incentive system and developing the relationship between school and environment was intensely stated by the participants. The fact that school principals were mainly focused on daily routines in the school rather than education and training activities, spared too much time to improve the physical conditions of the school and intensely spent time for official works and operations was found to be the reasons for them.

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Okul Müdürlerinin Etkili Liderlik Davranışları ile Okul Etkililiği Arasındaki İlişki

Cited by 31 publications

References 19 publications

İlköğretim Okullarında Görev Yapan Öğretmenlerin Bezdiri Yaşama Düzeyi İle Örgütsel Bağlılıkları Arasındaki İlişkinin İncelenmesi

İlköğretim Okullarında Görev Yapan Öğretmenlerin Bezdiri Yaşama Düzeyi İle Örgütsel Bağlılıkları Arasındaki İlişkinin İncelenmesi

Administrators’ Opinions on Qualified School Characteristics of Project Schools

Factors That Limit Effective Administrative Behaviors of School Principals: A Mixed Method Study

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