Yıl: 2014 Cilt: 14 Sayı: 5 Sayfa Aralığı: 1729 - 1742 Metin Dili: İngilizce İndeks Tarihi: 29-07-2022

Examining the Relationship between Teacher Leadership and School Climate

Öz:
Teacher leadership has recently become the centre of educational research on improving educational practices. The purpose of this study was to examine the relationships between primary school teachers’ perceptions of school climate and teacher leadership. The study sample consisted of 259 primary school teachers who participated in an educational conference organized by the Bafra District National Education Directorate in Bafra, Samsun. The Organizational Climate Description Questionnaire-RE and Teacher Leadership Scale were used to gather data. Results suggested that there were negative and significant relationships between restrictive school climate and teacher leadership. Results also revealed that restrictiveness negatively and significantly predicted all three subscales (institutional improvement, professional improvement and collaboration among colleagues) of teacher leadership. On the other hand, a directive school climate was the only positive and significant predictor of teacher leadership based on institutional improvement. Results of this study were discussed in relation to their practical implementation in school settings
Anahtar Kelime:

Konular: Eğitim, Eğitim Araştırmaları
Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Bibliyografik
  • Aslan, M. (2011). Öğretmen liderliği davranışları Ve sınıf iklimi: Öğretmen ve öğrenci görüşleri bağlamında bir araştırma (Master’s thesis, Eskişehir Osmangazi University, Eskişehir, Turkey). Retrieved from tez.yok.gov. tr/UlusalTezMerkezi.
  • Barth, R. S. (1990). Improving schools from within. Teachers, parents, and principals can make the di erence. San Francisco, CA: ]ossey-Bass.
  • Barth, R. S. (2001). Teacher leader. Phi Delta Kappan, 82, 443-449.
  • Beachum, F., Dentith, A. M. (2004). Teacher leaders creating cultures of school renewal and transformation. The Educational Forum, 68(3), 276—286.
  • Beycioğlu, K. (2009). İlköğretim okullarında öğretmenlerin sergiledikleri liderlik rollerine ilişkin bir değerlendirme (Hatay ili örneği) (Doctoral dissertation, İnönü University, Malatya, Turkey). Retrieved from tez.yok.gov.tr/ UlusalTezMerkezi
  • Beycioğlu, K., Aslan, B. (2010). Öğretmen liderliği ölçeği: Geçerlik ve güvenirlik çalışması. İlköğretim Online, 9(2), 764—775.
  • Beycioğlu, K., Aslan, B. (2012). Öğretmen ve yöneticilerin öğretmen liderliğine ilişkin görüşleri: Bir karma yöntem çalışması. Kuram ve Uygulamada Eğitim Yönetimi, 18(2), 191-223.
  • Buckner, K. G., McDowelle, ]. O. (2000). Developing teacher leaders: Providing encouragement, opportunities and support. NASSP Bulletin, 84(616), 35-41.
  • Camburn, E., Rowan, B., Taylor, ]. E. (2003). Distributed leadership in schools: The case of elementary schools adopting comprehensive school reform models. Educational Evaluation and Policy Analysis, 25, 347-373.
  • Can, N. (2006). Öğretmen liderliğinin geliştirilmesinde müdürün rol ve stratejileri. Erciyes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 21, 349-363.
  • Can, N. (2007). Öğretmen liderliği becerileri ve bu becerilerin gerçekleştirilme düzeyi. Erciyes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 22(1), 263-288.
  • Can, N. (2009a). Öğretmen liderliği. Ankara: Pegem Akademi.
  • Can, N. (2009b). Öğretmenlerin sınıfta ve okulda liderlik davranışları. Gaziantep Üniversitesi Sosyal Bilimler Dergisi, 2, 385-399.
  • Childs-Bowen, D., Moller, G., Scrivner, ]. (2000).
  • Principals: leaders of leaders. NASSP Bulletin, 84, 27-34.
  • Cohen, ]., McCabe, E. M., Michelli, N. M., Pickeral, T. (2009). School climate: Research, policy, teacher education and practice. Teacher College Record, 111(1), 180—213.
  • Cranston, N. C. (2000). Teachers as leaders. critical agenda for the new millennium. Asia-Pacific Journal of Teacher Education, 28(2), 123-131.
  • Crocker, ]. P. (2007). Organizational climate, teacher beliefs, and professional development: An investigation of the relationships (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3300043)
  • Curci, M. E. (2012). An examination of teacher leadership perceptions of teachers and building administrators using comparative case study approach (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3499392)
  • Çalık, T., Kurt, T. (2010). Okul İklimi Ölçeği’nin (OİÖ) geliştirilmesi. Eğitim ve Bilim, 35(157), 167-180. #17110
  • Danielson, C. (2006). Teacher leadership that strengthens professional practice. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Day, C., Harris, A. (2003). Teacher leadership, reflective practice and school improvement. In K. Leithwood P. Hallinger (Eds), Second international handbook of educational leadership and administration (pp. 957-978).
  • Dordrecht, The Netherlands: Kluwer Academic.
  • Deal, T. E., Peterson, K. D. (1999). Shaping school culture: The heart ofleadership. San Francisco, CA: ]ossey—Bass. DiPaola, M., Tschannen-Moran, M. (2001).
  • Organizational citizenship behavior in schools and its relationships to school climate. Journal of School Leadership, 11 424-447.
  • Frost, D., Durant, ]. (2003). Teacher leadership: Rationale, strategy and impact. School Leadership c’r Management, 23(2), 173-186.
  • Frost, D., Harris, A. (2003). Teacher leadership: Towards research agenda. Cambridge Journal ofEducation, 33(3), 479-498.
  • Fullan, M. G. (1994). Teacher leadership: failure to conceptualize. In D. R. Walling, (Ed.), Teachers as leaders (pp. 241—253). Bloomington, IN.: Phi Delta Kappa Educational Foundation.
  • Gottfredson, G. D., Gottfredson, D. C., Payne, A. A., Gottfredson, N. C. (2005). School climate predictors of school disorder: Results from national study of delinquency prevention in schools. Journal of Research in Crime and Delinquency, 42(4), 412-444.
  • Grant, C. (2006). Emerging voices on teacher leadership: Some South African view. Educational Management Administration Leadership, 34(4), 511-532.
  • Grayson, ]. L., Alvarez, H. K. (2008). School climate factors relating to teacher burnout: mediator model. Teacher and Teacher Education, 24, 1349-1363.
  • Griffith, ]. (1999). The school leadership/school climate relation: Identification of school configurations associated with change in principals. Educational Administration Quarterly, 35(2), 267-291.
  • Gronn, P. (2000) Distributed properties: new architecture for leadership. Educational Management and Administration, 28(3), 317-338.
  • Gronn, P. (2009). From distributed to hybrid leadership practice. In A. Harris (Ed.), Distributed school leadership: Different perspectives (pp. 197-217). Dordrecht: Kluwer. Grubb, N., Flessa, ]. ]. (2006). job too big for one: Multiple principals and other nontraditional approaches to school leadership. Educational Administration Quarterly, 42(4), 518—550.
  • Günbayı, İ. (2007). School climate and teachers’ perceptions on climate factors: Research into nine urban high schools. The Turkish Online Journal of Educational Technology—TOIET, 6(3), 70—78.
  • Halpin, A. W, Croft, D. B. (1963). The organizational climate of schools. Chicago: Midwest Administration Center of the University of Chicago.
  • Harris, A. (2003). Teacher leadership as distributed leadership: Heresy, fantasy or possibility? School Leadership Management, 23(3), 313-324.
  • Harris, A. (2005). Teacher leadership: More than just feel-good factor? Leadership and Policy in Schools, 4(3), 201-219.
  • Harris, A., Lambert, L. (2003). Building leadership capacityfor school improvement. Maidenhead, Philadelphia: Open University.
  • Harris, A., Muijs, D. (2003). Teacher leadership: Principles and practice. London: National College for School Leadership. Retrieved from http://www.nationalcollege. org uk/index./docinfo.htm?id=17417 on April 17, 2012.
  • Harris, A., Muijs, B. (2005). Improving schools through teacher leadership. Maidenhead, Berkshire England: Open University.
  • Harrison, C., Killion, I. (2007). Ten roles for teacher leaders. Educational Leadership, 65(1), 74-77.
  • Haynes, N. M., Emmons, C., &Ben-Avie, M. (1997). School climate as factor in student adjustment and achievement. Journal ofEducational and Psychological Consultation, 8(3), 321—329.
  • Hook, D. P. (2006). The impact of teacher leadership on school eflectiveness in selected exemplary secondary schools (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3219160) Hoy, K. (2003). School climate. In I. W. Guhtrie (Ed.), Encyclopedia of education (2nd ed., pp. 2121-2124). New York: Thompson Gale.
  • Hoy, W. K., Clover, S. I. R. (1986). Elementary school climate. revision of the OCDQ. Educational Administration Quarterly, 22(1), 93-110.
  • Hoy, K., Hannum, I. (1997). Middle school climate: an empirical assessment of organizational health and student achievement. Educational Administration Quarterly, 33(3), 290-311.
  • Hoy, K., Smith, P. A., Sweetland, S. R. (2002). The development of the organizational climate index for high schools: Its measure and relationship to faculty trust. The High School Journal, 86(2), 38-49.
  • Hoy, K., Tarter, C. I., Bliss, I. R. (1990). Organizational climate, school health, and effectiveness: comparative analysis. EducationalAdministration Quarterly, 26(3), 260- 279.
  • Hoy, W. K., Tarter, C. I., Kottkamp, R. B. (1991). Open schools/healthy schools: 1/Ieasuring organizational climate. Newbury Park: Sage.
  • Katzenmeyer, M., Moller, G. (2009). Awakening the sleeping giant. Helping teachers develop as leaders (3rd ed.). Thousand Oaks, California: Corwin.
  • Kavgacı, H. (2010). İlköğretimde örgütsel iklim ve okul-aile ilişkileri (Master’s thesis, Gazi University, Ankara, Turkey). Retrieved from tez.yok.gov.tr/UlusalTezMerkezi Kelley, R. C., Daugherty, R. (2005). Relationships between measures of leadership and school climate. Education, 126(1), 17-25.
  • Kılınç, A. C. (2013). İlköğretim okullarinda liderlik kapasitesinin belirlenmesi (Doctoral dissertation, University, Ankara, Turkey). Retrieved from tez.yok.gov. tr/UlusalTezMerkezi
  • Kılınç, A. C., Recepoğlu, E. (2013). Ortaöğretim okulu öğretmenlerinin öğretmen liderliğine ilişkin algı ve beklentileri. Kalem Uluslararası Eğitim ve İnsan Bilimleri Dergisi, 3(2), 175—215.
  • Kottkamp, R. B., Mulhern, I. A., Hoy, K. (1987). Secondary school climate: revision of OCDQ. EducationalAdministration Quarterly, 23(3), 31-48.
  • Kölükçü, D. (2011). İlköğretim okulu öğretmenlerinin öğretmen liderliğini gösteren davranışlarının gereklilik ve sergilenme derecesine ilişkin görüşleri (Master’s thesis, Başkent University, Ankara, Turkey). Retrieved from tez. yok.gov.tr/UlusalTezMerkezi
  • Lambert, L. (1998). Building leadership capacity in schools. Alexandria, Virginia: Association for Supervision and Curriculum Development.
  • Leithwood, K., ]antzi, D. (1999). The relative effects of principal and teacher sources of leadership on student engagement with school. Educational Administration Quarterly, 35(5), 679-706.
  • Leithwood, K., Iantzi, D. (2000). Principal and teacher leadership effects: replication. School Leadership Management: Formerly School Organisation, 20(4), 415-434.
  • Lieberman, A., Miller, L. (2005). Teachers as leaders. The Educational Forum, 69(2), 15 162.
  • Little, I. (2000). Assessing the prospects for teacher leadership. The Iossey-Bass reader on educational leadership (pp. 390-418). San Francisco, CA: Iossey-Bass. Little, I. (2003). Constructions of teacher leadership in three periods of policy and reform activism. School Leadership &“ Management, 23(4), 401—419.
  • MacNeil, A. I., Prater, D. L., Busch, S. (2009). The effects of school culture and climate on student achievement. International Journal of Leadership in Education: Theory and Practice, 12(1), 73-84.
  • Maloy, R. W, Seldin, C. A. (1983). School climate and school effectiveness: Summary of teacher, student and parent attitudes in one rural community. Research in Rural Education, 2(2), 65-67.
  • Mangin, M. M. (2007). Facilitating elementary principals’ support for instructional teacher leadership. Educational Administration Quarterly, 43(3), 319-357.
  • Marshall, M. L. (2004). Examining school climate: Defining factors and educational influences [White paper, electronic version]. Georgia State University Center for School Safety, School Climate and Classroom Management. Retrieved from http://education.gsu.edu/schoolsafety.
  • Muijs, D., Harris, A. (2007). Teacher leadership in (in)action. Three case studies of contrasting schools. Educational Management Administration Leadership, 35(1),111-134.
  • Murphy, I. (2005). Connecting teacher leadership and school improvement. Thousand Oaks, California: Corwin. Nichols, S. E. (2007). study of the relationship between school leadership, school climate, and student performance (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3280218)
  • Ozcetin, S. (2013). Öğretmen liderliğinin okulun liderlik kapasitesinin gelişimine etkisi: Bir durum çalışması (Master’s thesis, Akdeniz University, Antalya, Turkey). Retrieved from tez.yok.govtr/UlusalTezMerkezi
  • Rutledge, L. (2009). Teacher leadership and school improvement: case study of teachers participating in the teacher leadership network with regional education service center (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3439841)
  • Schlaffer, I. I. (2006). Elementary teachers’ and principals’ perceptions of school climate (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3239893)
  • Schulte, M., Ostroff, C., Kinicki, A. I. (2006). Organizational climate systems and psychological climate perceptions: cross-level study of climate-satisfaction relationships. Journal of Occupational and Organizational Psychology, 79(4), 645—671.
  • Sergiovanni, T. I. (1996). Leadership for the school house. How is it diflerent? Why is it important? San Francisco: Iossey-Bass.
  • Sergiovanni, T. ]. (2001). Leadership: What is in it for schools? New York: RoutledgeFalmer.
  • Sergiovanni, T. I. (2007). Rethinking leadership. collection of articles (2nd ed.). Thousand Oaks, California: Corwin. Sezgin, F., Kılınç, A. C. (2011). İlköğretim okulu öğretmenlerinin örgüt iklimine ilişkin algılarının incelenmesi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 31(3), 743-757.
  • Shaw, B. C. (2009). Impact of leadership styles on school climate (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3344915)
  • Sutherland, F. (1994). Teachers’ perceptions ofschool climate (ERIC Document Reproduction Service No. ED379214). Retrieved from http://www.eric.ed.gov/PDFS/ED379214. pdf
  • Sweetland, S. R., Hoy, K. (2000). School characteristics and educational outcomes: Toward an organizational model of student achievement in middle schools. EducationalAdministration Quarterly, 36(5), 703—729.
  • Tarter, C. ]., Sabo, D., Hoy, K. (1995). Middle school climate, faculty trust, and effectiveness: path analysis. Journal ofResearch and Development in Education, 29(1), 41-49.
  • Thomasson, V. L. (2006). study ofthe relationship between school climate and student performance on the Virginia standards of learning tests in elementary schools (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3213293)
  • Tschannen-Moran, M., Parish, I., DiPaola. M. F. (2006). School climate and state standards: How interpersonal relationships influence student achievement. Journal of School Leadership, 16, 386-415.
  • Turan, S. (2002). Organizational climate and organizational commitment: study of human interactions in Turkish publics schools. Educational Planning, 14(2), 20-30.
  • Uline, C., Tschannen—Moran, M. (2008). The walls speak: The interplay of quality facilities, school climate, and student achievement. Journal of Educational Administration, 46(1), 55-73.
  • Wei, L. T. (2003). Organizational climate and eflectiveness in junior-middle schools in P.R. China (Master’ thesis). Retrieved from ProQuest Dissertations and Thesis database.
  • Welsh, N. (2000). The effects of school climate on school disorder. The ANNALS ofthe American Academy of Political and Social Science, 567, 88-107.
  • Xie, D. (2008). study of teacher leadership and its relationship With school climate in American public schools: Findings from SASS 2003-2004 (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3303476)
  • Yiğit, Y., Doğan, S., Uğurlu, C. T. (2013). Öğretmenlerin öğretmen liderliği davranışlarına ilişkin görüşleri. Cumhuriyet International Journal of Education, 2(2), 93- 105.
  • York—Barr, ]., Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74(3), 255- 316.
  • Zinn, L. F. (1997). Supports and barriers to teacher leadership. Reports of teacher leaders. Paper presented in the Annual Meeting of American Educational Research Association, Chicago, IL, Marc 24-28.
APA Kılınç A (2014). Examining the Relationship between Teacher Leadership and School Climate. , 1729 - 1742.
Chicago Kılınç Ali Çağatay Examining the Relationship between Teacher Leadership and School Climate. (2014): 1729 - 1742.
MLA Kılınç Ali Çağatay Examining the Relationship between Teacher Leadership and School Climate. , 2014, ss.1729 - 1742.
AMA Kılınç A Examining the Relationship between Teacher Leadership and School Climate. . 2014; 1729 - 1742.
Vancouver Kılınç A Examining the Relationship between Teacher Leadership and School Climate. . 2014; 1729 - 1742.
IEEE Kılınç A "Examining the Relationship between Teacher Leadership and School Climate." , ss.1729 - 1742, 2014.
ISNAD Kılınç, Ali Çağatay. "Examining the Relationship between Teacher Leadership and School Climate". (2014), 1729-1742.
APA Kılınç A (2014). Examining the Relationship between Teacher Leadership and School Climate. Kuram ve Uygulamada Eğitim Bilimleri, 14(5), 1729 - 1742.
Chicago Kılınç Ali Çağatay Examining the Relationship between Teacher Leadership and School Climate. Kuram ve Uygulamada Eğitim Bilimleri 14, no.5 (2014): 1729 - 1742.
MLA Kılınç Ali Çağatay Examining the Relationship between Teacher Leadership and School Climate. Kuram ve Uygulamada Eğitim Bilimleri, vol.14, no.5, 2014, ss.1729 - 1742.
AMA Kılınç A Examining the Relationship between Teacher Leadership and School Climate. Kuram ve Uygulamada Eğitim Bilimleri. 2014; 14(5): 1729 - 1742.
Vancouver Kılınç A Examining the Relationship between Teacher Leadership and School Climate. Kuram ve Uygulamada Eğitim Bilimleri. 2014; 14(5): 1729 - 1742.
IEEE Kılınç A "Examining the Relationship between Teacher Leadership and School Climate." Kuram ve Uygulamada Eğitim Bilimleri, 14, ss.1729 - 1742, 2014.
ISNAD Kılınç, Ali Çağatay. "Examining the Relationship between Teacher Leadership and School Climate". Kuram ve Uygulamada Eğitim Bilimleri 14/5 (2014), 1729-1742.