学校氛围在校长教学领导行为与教师自主性关系中的中介作用

Ersin Eren Akgöz, Fatih Şahin, Onur Erdoğan
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引用次数: 0

摘要

目的 校长应通过教学领导行为营造积极的学校氛围,支持教师自主,以实现其最终目标。本研究探讨了校长的教学领导行为与教师自主权之间的关系,检验了学校氛围的中介作用和教师资历的调节作用。通过分层抽样法,研究数据来自 2022-2023 学年安卡拉六个中心区的 739 名教师。结果研究结果表明,校长的教学领导行为、教师自主性和对学校氛围的感知均高于平均水平。研究还表明,校长的教学领导行为对教师自主性和学校氛围有积极而显著的预测作用,学校氛围对教师自主性有积极而显著的预测作用。此外,学校氛围对教学领导与教师自主性之间的关系起到部分中介作用,而教师资历则起到调节作用。研究发现,校长的教学领导行为与教师的自主性之间存在关系。可以说,校长的教学领导行为支持教师在教学策略和过程、课程、课堂管理、专业发展和交流等方面表现出自主行为。可以说,有了校长的教学领导行为,学校氛围更加民主、以成功为导向、真诚、支持教师领导,并将冲突转化为学校发展的机遇,从而影响教师的自主领域。我们可以说,随着教师自主权的发展,更有效的教学策略和教学过程得以开发,课程转入了更持久的教学技术,专业交流转化为集体行动,更全面的研究得以规划和实施。此外,本研究还估计了这些复杂的互动关系是如何在教育结构集中的非西方文化中出现的。
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The mediator role of school climate in the relationship between instructional leadership behaviors of school principals and teacher autonomy

Purpose

School principals should create a positive school climate through instructional leadership behaviors and support teacher autonomy to reach their ultimate goals. This study examines the relationship between the instructional leadership behaviors of school principals and teacher autonomy, testing the mediating role of school climate and the moderator role of teacher seniority.

Design/methodology/approach

This cross-sectional study tests the relationships between the variables with structural equation modeling. By stratified sampling method, research data from 739 teachers in six central districts of Ankara during the 2022–2023 academic year.

Findings

Results showed that school principals' instructional leadership behaviors, teacher autonomy, and perceptions of school climate were above average. The study also indicates that the instructional leadership behaviors of school principals are positive and significant predictors of teacher autonomy and school climate and that school climate is a positively significant predictor of teacher autonomy. Moreover, school climate partially mediates the relationship between instructional leadership and teacher autonomy, and teacher seniority has a moderator role.

Research limitations/implications

This study is limited to the opinions of the teachers working in the official primary, secondary and general high schools in the districts of Ankara in the 2022–2023 academic year on the instructional leadership of the school principals, the teachers' perceptions of autonomy and the school climate. It has been observed that there is a relationship between the instructional leadership behaviors of school principals and teacher autonomy. It can be said that the instructional leadership behaviors of school principals support teachers to exhibit autonomous behaviors in instructional strategies and processes, curriculum, classroom management, professional development and communication.

Practical implications

It is seen that the instructional leadership behaviors of school principals affect teacher autonomy through school climate. It can be said that with the instructional leadership behaviors of school principals, the school climate is more democratic, success-oriented, sincere, supportive of teacher leadership and transforming conflicts into an opportunity for school development, thus affecting teachers' areas of autonomy. We can say that with the development of teachers' autonomy, more effective instructional strategies and instructional processes are developed, the curriculum is transferred with more permanent teaching techniques, professional communication is transformed into collective actions and more comprehensive studies are planned and implemented.

Originality/value

This study will extend the literature by revealing the complex link between instructional leadership, teacher autonomy, school climate and teacher seniority. Furthermore, this study estimates how these complex interactions emerge in non-western cultures with centralized educational structures.

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来源期刊
CiteScore
4.30
自引率
8.30%
发文量
72
期刊介绍: The International Journal of Educational Management (IJEM) provides those interested in the effective management of the educational process with a broad overview of developments and best practice in the field, with particular reference to how new ideas can be applied worldwide. As the whole structure and philosophy of education goes through a sea-change, and as budgets are cut, educational managers need to keep abreast of new developments in order to maximize their resources and determine the most appropriate management strategy for their institution. The journal explores research in the following areas: -Innovation in educational management across the spectrum -The development of educational delivery mechanisms -Creation of an environment in which the management of resources provides the most efficient outputs -Sharing of new initiatives, with an international application The International Journal of Educational Management addresses the increasingly complex role of the educational manager, offering international perspectives on common problems and providing a forum for the sharing of ideas, information and expertise.
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