Öğretmen Liderliğinde Liderlik Özyeterliği ve Liderlik Etme Motivasyonunun Rolü

Abstract

The purpose of this research is to examine the role of leadership self-efficacy and motivation to lead for teacher leadership. The quantitative dimension of the research designed with mixed method is in the correlational survey model; the qualitative dimension was designed in a phenomenological pattern. The quantitative sample consisted of 693 teachers working in public preschools, primary schools, secondary schools and high schools in Altındağ, Çankaya, Etimesgut, Gölbaşı, Keçiören, Mamak and Yenimahalle districts of Ankara province; In the qualitative dimension, the study group consists of 17 teacher leaders determined by the criterion sampling method. Quantitative data were analyzed mean, standard deviation, t-test, one-way ANOVA, Pearson’s correlation coefficient and structural equation modelling. Teachers' moderate level of teacher leadership and motivation to lead; It was found that they perceived a high level of leadership self-efficacy. Moderately positive significant relationships were detected between the research variables and the sub-dimensions of these variables. It was found that leadership self-efficacy and leadership motivation had a significant direct effect on teacher leadership, and leadership self-efficacy had a significant indirect effect on leadership motivation. As a result of qualitative analyzes, the concept is interpreted as a component of student advocacy, lifelong learning and leadership practices; It has been concluded that teacher leaders work within the scope of teacher leadership with their confidence in their leadership competencies in leading change, social-relational skills, providing and maintaining motivation, and the motivation to lead with "affective identity" and "non-calculative" leadership. The research results pointed to a comprehensive analysis of the basic components of leadership psychology in terms of what teacher leadership requires and how it may be encouraged.