Öğretimsel liderlik ile öğretmen performansı ilişkisi: Örgütsel destek aracı etkisi

Abstract

In this study, based on the views of 8241 teachers working in primary schools affiliated to the Ministry of National Education (MEB) in eighty-one provinces of Türkiye, the multifaceted relationships between instructional leadership, organizational support and teacher performance were examined. In the present study, quantitative research method was adopted, and model test was performed. Personal information form, Instructional Leadership Scale, Perceived Organizational Support Scale and Teacher Job Performance Scale were applied to the participants. Confirmatory factor analysis, descriptive statistics, t-test, ANOVA, Pearson product moment correlation coefficient, multiple regression and structural equation modeling were used in the data analysis. It was concluded that teachers' views on school administrators' instructional leadership behaviors and organizational support perceptions were high; teacher performance levels were very high. In addition, it was determined that there was a moderate level of positive correlation between teachers' job performance and instructional leadership, and between teachers' performance and organizational support; there was a positive, high level of relationship between instructional leadership and organizational support. It was observed that instructional leadership and organizational support predicted teacher performance. It was concluded that there is an organizational support mediator effect on the relationship between instructional leadership and teacher performance. The importance of this conclusion was emphasized, and the theoretical and practical results were discussed. Based on the findings of this research, it was recommended that school principals create an academically oriented school climate with high expectations, improve the learning environments, track students' achievements, control the time spent on teaching, be visible in school, provide teachers with the necessary resources, encourage teachers and support their professional development.