Akademik Platform Eğitim ve Değişim Dergisi
Yazarlar: Zeki UYSAL, Yusuf ALPAYDIN
Konular:Eğitim, Eğitim Araştırmaları
Anahtar Kelimeler:Administrative behaviors,School administrators,Competency of teachers,Efficacy
Özet: This research was carried out to reveal relationship between administrative behaviors of school administrators perceived by teachers and competencies of teachers. The research is a descriptive study in the relational screening model. The population of the research consisted of 149 thousands teachers who were working in state and private schools affiliated to Istanbul Education Directorate in the 2017-2018 academic year. Since it is not possible to reach the whole population, research was made by taking a sample that method of easily sampled method. The study is made by the feedback of 623 teachers’ via the questionnaires which were surveyed online. Within the scope of the research the first data collection tool is the personal information form, the second part is the administrative behavior scale of the school administrators (OYYDÖ) that has 51 items and 6 dimensions were developed by Özdemir and the third part is “Teacher Competency Scale (ÖYÖ)” consisting of 23 items and 4 dimensions developed by Gibson and Dembo and adapted to Turkish language by Ozkahraman. In the validity and reliability studies of the scales, the results were acceptable. Perceptions of both scales were presented as mean and standard deviation and differentiated according to various variables were analyzed by t-test and one-way ANOVA. In addition, Pearson Moments Multiplication Correlation Coefficient technique was used to examine the change in school administrators 'administrative behaviors perceived by teachers as well as teachers' competencies. The findings of the research can be divided into three sub-sections: The findings obtained from the scale of OYYDÖ: Teachers evaluated the administrative behaviors of the school administrators as high level (average 3.59 per 5). In addition Creating a regular and safe environment from the sub-dimensions of the school administrators' administrative behaviors scale (4,14), supporting the teaching (4,01), monitoring the academic development (3,84), identifying the school and focusing on the purpose (3,92) and while being involved in classroom practices (3,57) was found high level, the value of academic studies valuation subscale (2,03) was found to be low level. (3) Findings from ÖYÖ: Teachers evaluated their competencies as high level according to ÖYÖ (average 3.93). Seconly Recognition of student (4,40) and instructional strategies (4,36) from the sub-dimensions of teacher competence scale were found to be very high level, teacher self-efficacy (4,05) was high level and environmental factors (2,88) were medium level. Findings related to the correlation between OYYDÖ and ÖYÖ: There was a positive correlation between the scores of the OYYDÖ and the scores obtained from ÖYÖ. Secondly while there was a weak positive relationship between the scores of the school administrators' administrative behaviors scale and the sub-dimensions of participation in the classroom practices, there was no significant relationship between the scores of ÖYÖ and the other sub-dimensions. Thirdly while a weak positive correlation was found between OYYDÖ and the sub-dimensions of ÖYÖ between instructional strategies and teacher self-efficacy, a weak negative relationship was found between the environmental factors sub-dimension. In addition while a weakly positive relationship was found between the sub-dimension of the teaching strategies and the sub-dimensions of school recognition and focusing on the objective, creating a regular and safe environment, supporting teaching, inclusion in classroom practices and monitoring academic development, no significant relationship was observed in the dimension of appraising academic studies of OYYDÖ.