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Makale Özeti:
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Bu çalışmada, okul yöneticilerinin takım liderliği davranışları için bir ölçme aracı geliştirilmesi ve bazı değişkenler açısından takım liderliği davranışlarına yönelik öğretmenlerin algılarının analiz edilmesi amaçlanmaktadır. Veriler, Elazığ’daki ortaöğretim kurumlarında çalışmakta olan 332 öğretmenden toplanmıştır. Literatür taraması, madde havuzunun oluşturulması ve ön uygulama aşamalarından sonra 30 maddeli anket örneklem grubuna uygulanmıştır. Geçerlik ve güvenirlik analizlerinden sonra, üç boyutlu ölçme aracında toplam 20 madde kalmıştır. Analizler, anketin bu haliyle yüksek düzeyde geçerli ve güvenilir bir ölçme aracı olduğunu göstermiştir. Okul yöneticilerinin takım liderliği davranışları hakkında öğretmelerin algıları arasında kıdem değişkenine göre anlamlı faklılıklar varken, cinsiyet ve eğitim düzeyi değişkenlerine göre anlamlı bir farka rastlanmamıştır.
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Alternatif Dilde Özet:
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Purpose. The purpose of this study was to develop an instrument to measure team leadership behaviors of school principals and to examine team leadership behaviors of secondary school principals by gender, education and experience.
Method. The study group was 303 teachers, randomly selected from 20 secondary schools in Elazığ province. An item pool was drawn based on review of literature on leadership behaviors of school principals. Initial list of item pool was comprised of 43 items. All items in the pool were discussed with experts and then pilot tested with 90 teachers. An exploratory factor analysis showed that 12 items had a communality value less than .50. These items were removed from the scale, and remaining 31 items produced a Cronbach’s Alpha coefficient of .94. Data were analyzed by using t-tets and one-way ANOVA to examine principals’ team leadership behaviors by gender, education and experience.
Findings. Sampling adequacy of the data for factor analysis was tested with the Kaiser-Meyer-Olkin (KMO) coefficient and Bartlett test of sphericity. A KMO value of .93 the Bartlett sphericity test value of 6414.653 (p<0.000) indicated an excellent sampling adequacy of the data for factor analysis. Principal Component Analysis was performed with varimax rotation produced four factors with an eigen value greater than 1.00. These four factors accounted for 60.90% of the total variance in team leadership scores. However, it was observed that all of the items included in the last factor in the table of rotated loading values, including item 9, 11, 12, 13, 24 and 26 had a factor loading values greater than .30 for at least one of other factor. Also, several items in other factors, including item 3, 22, 25, 27 and 28 were placed under more than one factor. After removing all of these overlapping items, the factor analysis was repeated with remaining 20 items and a three-factor structure emerged. These three factors accounted for 62.83% of the total variance. Factor loadings for all items were greater than .30 and communality values of all items were greater than .50. The first factor, which accounted for 23.6% of the variance and contained 8 items, was named as “establishing reconciliation and cooperation”. Accounting for 21.8% of the variance and containing 8 items, the second factor was named “empowering and motivating teachers”. Finally, the third factor accounted for 17.3% of the variance, contained 4 items and was named as “effective communication”. Both the Cronbach’s Alpha internal consistency coefficient and Spearman-Brown split half test reliability coefficients were greater than .80 both for the instrument and for each one of the factors. Therefore, analysis indicated that a relatively high level of reliability was established.
Results showed that there were no significant differences in teachers’ assessment of principals’ team leadership behaviors by gender and education for each one of three factors. Assessment of teachers with a graduate degree did not show any significant differences as compared to assessment by teachers with a bachelor’s degree. However, teachers’ assessment of principals’ team leadership behaviors significantly differed by teachers’ years of experience. More experienced teachers, with an experience of seven years or more tend to perceive principals as less effective in demonstrating or performing team leadership behaviors.
In conclusion, results showed that the instrument and each factor had relatively high internal consistency, split half reliability and a stable factor structure with factor loadings ranging from .53 to .81; demonstrating that a relatively high level of reliability and validity has been established for the Team Leadership Scale. This study also demonstrated that teachers’ years of experience significantly effects teachers’ assessment of principals’ leadership behaviors. Less experienced teachers tend to make more positive assessments about principals’ leadership behaviors as compared to their more experienced colleagues.
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