Araştırma Makalesi
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Öğrenme Merkezli Liderlik ve Mesleki Öğrenme İlişkisi: BİLSEM Öğretmenlerine Yönelik Bir Araştırma

Yıl 2023, Cilt: 16 Sayı: 1, 142 - 162, 31.01.2023
https://doi.org/10.30831/akukeg.1179861

Öz

Bu araştırmada Biilim ve Sanat Merkezi (BİLSEM) öğretmenlerinin görüşlerine göre müdürlerin öğrenme merkezli liderliği ile öğretmenlerin mesleki öğrenmesi arasındaki ilişki incelenmiştir. Daha önce benzer çalışmalar yapılmış olsa da farklı bir bağlam olarak BİLSEM öğretmenlerinin algılarının önemli çıkarımlar sağlayabileceği düşünülmüştür. Araştırmaya 112 BİLSEM öğretmeni katılmıştır. Veriler betimsel istatistikler, korelasyon analizi, basit ve çoklu doğrusal regresyon analizleri ile analiz edilmiştir. Bulgular doğrultusunda, BİLSEM öğretmenlerinin öğrenme merkezli liderlik ve mesleki öğrenme algılarının yüksek olduğu söylenebilir. Araştırma sonucunda, öğrenme merkezli liderliğin öğretmenlerin mesleki öğrenmesini yordadığı sonucuna ulaşılmıştır. Öğrenme merkezli liderliğin öğrenmeye dönük bir vizyon oluşturma ve öğrenme desteği sağlama boyutları, mesleki öğrenme ile ilişkilidir. Ancak öğrenme programını yönetme ve model olma boyutu, mesleki öğrenmeyi yordamamaktadır. Araştırma kapsamında ulaşılan bu bulgular yorumlanmış, literatürdeki benzer çalışmalarla benzerlik ve farklılıkları tartışılmıştır. BİLSEM müdürlerinin göreve başlamadan önce bir eğitim sürecinden geçmeleri, BİLSEM müdürlerine özerklik tanınması gibi önerilerde bulunulmuştur.

Kaynakça

  • Alazmi, A. A., & Hammad, W. (2021). Modeling the relationship between principal leadership and teacher professional learning in Kuwait: The mediating effects of trust and teacher agency. Educational Management Administration & Leadership, 1–20. https://doi.org/10.1177/17411432211038007
  • Alfayez, A. A., Noman, M., Saeed Alqahtani, A., Ibrahim Altuwaijri, A., & Kaur, A. (2021). Principal’s learning-centred leadership practices and teacher’s wellbeing: a self-determination theory perspective. Educational Studies. https://doi.org/10.1080/03055698.2021.1960150
  • Al-Mahdy, Y. F. H., Hallinger, P., Emam, M., Hammad, W., Alabri, K. M., & Al-Harthi, K. (2021). Supporting teacher professional learning in Oman: The effects of principal leadership, teacher trust, and teacher agency. Educational Management Administration & Leadership. https://doi.org/10.1177/17411432211064428
  • Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In L. Darling-Hammond and G. Sykes (Eds.), Teaching as the learning profession (pp. 3–31). San Francisco: Jossey-Bass.
  • Bellibaş, M. Ş., & Gümüş, S. (2021). The effect of learning-centred leadership and teacher trust on teacher professional learning: Evidence from a centralised education system. Professional Development in Education. https://doi.org/10.1080/19415257.2021.1879234
  • Bellibaş, M. Ş., Gümüş, S., & Kılınç, A. Ç. (2020). Principals supporting teacher leadership: The effects of learning‐centred leadership on teacher leadership practices with the mediating role of teacher agency. European Journal of Education, 55(2), 200–216. https://doi.org/10.1111/ejed.12387
  • Bellibaş, M. Ş., Kılınç, A. Ç., & Polatcan, M. (2021). The moderation role of transformational leadership in the effect of ınstructional leadership on teacher professional learning and instructional practice: An integrated leadership perspective. Educational Administration Quarterly, 57(5), 776–814. https://doi.org/10.1177/0013161X211035079
  • Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15. https://doi.org/10.3102/0013189X033008003
  • Bouley, F., Wuttke, E., Schnick-Vollmer, K., Schmitz, B., Berger, S., & Seifried, J. (2015). Professional competence of prospective teachers in business and economics education: Evaluation of a competence model using structural equation modeling. Peabody Journal of Education, 90(4), 491-502. doi:10.1080/0161956X.2015.1068076
  • Can, A. (2016). SPSS ile bilimsel araştırma sürecinde nicel veri analizi (4th edition). Ankara: Pegem Akademi.
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.) Boston: Pearson Education.
  • Dimmock, C. (2012). Leadership, capacity building and school improvement: Concepts, themes and impact. London: Routledge.
  • Drago-Severson, E. (2012). New opportunities for principal leadership: Shaping school climates for enhanced teacher development. Teachers College Record 114(3), 1–44.
  • Dutta, V., & Sahney, S. (2022). Relation of principal instructional leadership, school climate, teacher job performance and student achievement. Journal of Educational Administration, 60(2), 148–166. https://doi.org/10.1108/JEA-01-2021-0010
  • Ertürk, R. (2022). Öğretmen algılarına göre okul yöneticilerinin öğrenme merkezli liderlik davranışları ile öğrenen okul arasındaki ilişki. E-Uluslararası Eğitim Araştırmaları Dergisi, 13(1), 161–182.
  • Farnsworth, S. J., Hallam, P. R., & Hilton, S. C. (2019). Principal learning-centered leadership and faculty trust in the principal. NASSP Bulletin, 103(3), 209–228. https://doi.org/10.1177/0192636519871624
  • Field, A. (2009). Discovering statistics using SPSS (3rd edition). London: Sage Publications.
  • Fullan, M. (1992). Successful school improvement: The implementation perspective and beyond. Buckingham: Open University Press.
  • Geijsel, F. P., Sleegers, P. J. C., Stoel, R. D., & Krüger, M. L. (2009). The effect of teacher psychological and school organizational and leadership factors on teachers' professional learning in Dutch schools. The Elementary School Journal 109(4), 406–427. https://doi.org/10.1086/593940
  • Goldring, E., Huff, J., Spillane, J. P., & Barnes, C. (2009). Measuring the learning-centered leadership expertise of school principals. Leadership and Policy in Schools, 8(2), 197–228. https://doi.org/10.1080/15700760902737170
  • Goldring, E., Porter, A., Murphy, J., Elliott, S. N., & Cravens, X. (2009). Assessing learning-centered leadership: Connections to research, professional standards, and current practices. Leadership and Policy in Schools, 8(1), 1–36. https://doi.org/10.1080/15700760802014951
  • Green, S. B. (1991). How many subjects does it take to do a regression analysis. Multivariate Behavioral Research, 26(3), 499–510. https://doi.org/10.1207/s15327906mbr2603_7
  • Gümüş, S., Apaydın, Ç., & Bellibaş, M. Ş. (2018). Öğretmen mesleki öğrenme ölçeğinin türkçeye uyarlanması: Geçerlik ve güvenirlik çalışması. Eğitim ve İnsani Bilimler Dergisi, 9(17), 108–124.
  • Hallinger, P., & Liu, S. (2016). Leadership and teacher learning in urban and rural schools in China: Meeting the dual challenges of equity and effectiveness. International Journal of Educational Development, 51, 163–173. https://doi.org/10.1016/j.ijedudev.2016.10.001
  • Hallinger, P., Liu, S., & Piyaman, P. (2019). Does principal leadership make a difference in teacher professional learning? A comparative study China and Thailand. Compare: A Journal of Comparative and International Education, 49(3), 341–357. https://doi.org/10.1080/03057925.2017.1407237
  • Hallinger, P., Piyaman, P., & Viseshsiri, P. (2017). Assessing the effects of learning-centered leadership on teacher professional learning in Thailand. Teaching and Teacher Education, 67, 464–476. https://doi.org/10.1016/j.tate.2017.07.008
  • Hammad, W., Abu Shindi, Y., Morad, H., Al-Mahdy, Y. F. H., & Al-Harthi, K. (2021). Promoting teacher professional learning in Egyptian schools: The contribution of learning-centered leadership. International Journal of Leadership in Education. https://doi.org/10.1080/13603124.2021.1969038
  • Hany, E. A. (1995). Teachers’ cognitive processes of identifying gifted students. In: M. K. Katzko & F. J. Mönks (Eds.), Nurturing talent: Individual needs and social ability (pp. 184-198). Assen/Maastricht: Van Gorkum.
  • Huang, L., Zhang, T., & Huang, Y. (2020). Effects of school organizational conditions on teacher professional learning in China: The mediating role of teacher self-efficacy. Studies in Educational Evaluation, 66, 100893. https://doi.org/10.1016/j.stueduc.2020.100893
  • Kılınç, A. Ç., Bellibaş, M. Ş., & Gümüş, S. (2017). Öğrenme merkezli liderlik ölçeğinin (ÖMLÖ) Türkçeye uyarlanması: Geçerlik ve güvenirlik çalışması. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 18(3), 132–144. https://doi.org/10.17679/inuefd.315124
  • Kılınç, A. Ç., Bellibaş, M. Ş., & Polatcan, M. (2020). Learning-centred leadership and change in teacher practice in Turkey: exploring the mediating effects of collaboration. Educational Studies. https://doi.org/10.1080/03055698.2020.1828833
  • Kontaş, H. (2009). BİLSEM öğretmenlerinin program geliştirme ihtiyaçlarına ilişkin geliştirilen programın etkililiği. Unpublished doctoral dissertation, Hacettepe University Graduate School of Social Sciences, Ankara.
  • Kulophas, D., & Hallinger, P. (2020). Leadership that matters: Creating cultures of academic optimism that support teacher learning in Thailand. Journal of Educational Administration, 58(6), 605–627. https://doi.org/10.1108/JEA-12-2019-0222
  • Kulophas, D., & Hallinger, P. (2021). Does leadership make a difference in teacher learning: A contextual analysis of learning centered leadership in rural Thailand. International Journal of Leadership in Education. https://doi.org/10.1080/13603124.2021.1980911
  • Kwakman, K. (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and Teacher Education, 19(2), 149-170.
  • Leithwood, K., Patten, S., & Jantzi, D. (2010). Testing a conception of how school leadership ınfluences student learning. Educational Administration Quarterly, 46(5), 671–706. https://doi.org/10.1177/0013161X10377347
  • Liu, S., Hallinger, P., & Feng, D. (2016a). Learning-centered leadership and teacher learning in China: Does trust matter? Journal of Educational Administration, 54(6), 661–682. https://doi.org/10.1108/JEA-02-2016-0015
  • Liu, S., Hallinger, P., & Feng, D. (2016b). Supporting the professional learning of teachers in China: Does principal leadership make a difference? Teaching and Teacher Education, 59, 79–91. https://doi.org/10.1016/j.tate.2016.05.023
  • Liu, L., Hallinger, P., Kennedy, K. J., & Walker, A. (2017). Mediating effects of trust, communication, and collaboration on teacher professional learning in Hong Kong primary schools. International Journal of Leadership in Education, 20(6), 697-716.
  • Louis, K. S. (2006). Changing the culture of schools: professional community, organizational learning, and trust. Journal of School Leadership, 16(5), 477–487.
  • MEB. (2016). Bilim ve Sanat Merkezleri Yönergesi. https://orgm.meb.gov.tr/meb_iys_dosyalar/2016_10/07031350_bilsem_yonergesi.pdf
  • MEB. (2018). Özel Eğitim Hizmetleri Yönetmeliği. https://orgm.meb.gov.tr/meb_iys_dosyalar/2018_07/09101900_ozel_egitim_hizmetleri_yonetmeligi_07072018.pdf
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The Relationship Between Learning-Centered Leadership and Professional Learning: A Study on SAC Teachers

Yıl 2023, Cilt: 16 Sayı: 1, 142 - 162, 31.01.2023
https://doi.org/10.30831/akukeg.1179861

Öz

In this study, the relationship between principals' learning-centered leadership and teachers' professional learning was examined according to the views of Science and Art Center (SAC) teachers. Although similar studies have been carried out before, it was thought that SAC teachers' perceptions as a different context could provide important implications. 112 SAC teachers participated in the research. Data were analyzed with descriptive statistics, correlation analysis, simple and multiple linear regression analysis. In line with the findings, it can be said that SAC teachers have high perceptions of learning-centered leadership and professional learning. As a result of the research, it was concluded that learning-centered leadership predicted teachers' professional learning. The dimensions of learning-centered leadership, building a learning vision and providing learning support, are related to professional learning. However, the dimension of managing the learning program and modelling does not predict professional learning. These findings reached within the scope of the research were interpreted, and their similarities and differences with similar studies in the literature were discussed. Suggestions were made that SAC principals should go through a training process before starting their duties and that SAC principals should be granted autonomy.

Kaynakça

  • Alazmi, A. A., & Hammad, W. (2021). Modeling the relationship between principal leadership and teacher professional learning in Kuwait: The mediating effects of trust and teacher agency. Educational Management Administration & Leadership, 1–20. https://doi.org/10.1177/17411432211038007
  • Alfayez, A. A., Noman, M., Saeed Alqahtani, A., Ibrahim Altuwaijri, A., & Kaur, A. (2021). Principal’s learning-centred leadership practices and teacher’s wellbeing: a self-determination theory perspective. Educational Studies. https://doi.org/10.1080/03055698.2021.1960150
  • Al-Mahdy, Y. F. H., Hallinger, P., Emam, M., Hammad, W., Alabri, K. M., & Al-Harthi, K. (2021). Supporting teacher professional learning in Oman: The effects of principal leadership, teacher trust, and teacher agency. Educational Management Administration & Leadership. https://doi.org/10.1177/17411432211064428
  • Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In L. Darling-Hammond and G. Sykes (Eds.), Teaching as the learning profession (pp. 3–31). San Francisco: Jossey-Bass.
  • Bellibaş, M. Ş., & Gümüş, S. (2021). The effect of learning-centred leadership and teacher trust on teacher professional learning: Evidence from a centralised education system. Professional Development in Education. https://doi.org/10.1080/19415257.2021.1879234
  • Bellibaş, M. Ş., Gümüş, S., & Kılınç, A. Ç. (2020). Principals supporting teacher leadership: The effects of learning‐centred leadership on teacher leadership practices with the mediating role of teacher agency. European Journal of Education, 55(2), 200–216. https://doi.org/10.1111/ejed.12387
  • Bellibaş, M. Ş., Kılınç, A. Ç., & Polatcan, M. (2021). The moderation role of transformational leadership in the effect of ınstructional leadership on teacher professional learning and instructional practice: An integrated leadership perspective. Educational Administration Quarterly, 57(5), 776–814. https://doi.org/10.1177/0013161X211035079
  • Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15. https://doi.org/10.3102/0013189X033008003
  • Bouley, F., Wuttke, E., Schnick-Vollmer, K., Schmitz, B., Berger, S., & Seifried, J. (2015). Professional competence of prospective teachers in business and economics education: Evaluation of a competence model using structural equation modeling. Peabody Journal of Education, 90(4), 491-502. doi:10.1080/0161956X.2015.1068076
  • Can, A. (2016). SPSS ile bilimsel araştırma sürecinde nicel veri analizi (4th edition). Ankara: Pegem Akademi.
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.) Boston: Pearson Education.
  • Dimmock, C. (2012). Leadership, capacity building and school improvement: Concepts, themes and impact. London: Routledge.
  • Drago-Severson, E. (2012). New opportunities for principal leadership: Shaping school climates for enhanced teacher development. Teachers College Record 114(3), 1–44.
  • Dutta, V., & Sahney, S. (2022). Relation of principal instructional leadership, school climate, teacher job performance and student achievement. Journal of Educational Administration, 60(2), 148–166. https://doi.org/10.1108/JEA-01-2021-0010
  • Ertürk, R. (2022). Öğretmen algılarına göre okul yöneticilerinin öğrenme merkezli liderlik davranışları ile öğrenen okul arasındaki ilişki. E-Uluslararası Eğitim Araştırmaları Dergisi, 13(1), 161–182.
  • Farnsworth, S. J., Hallam, P. R., & Hilton, S. C. (2019). Principal learning-centered leadership and faculty trust in the principal. NASSP Bulletin, 103(3), 209–228. https://doi.org/10.1177/0192636519871624
  • Field, A. (2009). Discovering statistics using SPSS (3rd edition). London: Sage Publications.
  • Fullan, M. (1992). Successful school improvement: The implementation perspective and beyond. Buckingham: Open University Press.
  • Geijsel, F. P., Sleegers, P. J. C., Stoel, R. D., & Krüger, M. L. (2009). The effect of teacher psychological and school organizational and leadership factors on teachers' professional learning in Dutch schools. The Elementary School Journal 109(4), 406–427. https://doi.org/10.1086/593940
  • Goldring, E., Huff, J., Spillane, J. P., & Barnes, C. (2009). Measuring the learning-centered leadership expertise of school principals. Leadership and Policy in Schools, 8(2), 197–228. https://doi.org/10.1080/15700760902737170
  • Goldring, E., Porter, A., Murphy, J., Elliott, S. N., & Cravens, X. (2009). Assessing learning-centered leadership: Connections to research, professional standards, and current practices. Leadership and Policy in Schools, 8(1), 1–36. https://doi.org/10.1080/15700760802014951
  • Green, S. B. (1991). How many subjects does it take to do a regression analysis. Multivariate Behavioral Research, 26(3), 499–510. https://doi.org/10.1207/s15327906mbr2603_7
  • Gümüş, S., Apaydın, Ç., & Bellibaş, M. Ş. (2018). Öğretmen mesleki öğrenme ölçeğinin türkçeye uyarlanması: Geçerlik ve güvenirlik çalışması. Eğitim ve İnsani Bilimler Dergisi, 9(17), 108–124.
  • Hallinger, P., & Liu, S. (2016). Leadership and teacher learning in urban and rural schools in China: Meeting the dual challenges of equity and effectiveness. International Journal of Educational Development, 51, 163–173. https://doi.org/10.1016/j.ijedudev.2016.10.001
  • Hallinger, P., Liu, S., & Piyaman, P. (2019). Does principal leadership make a difference in teacher professional learning? A comparative study China and Thailand. Compare: A Journal of Comparative and International Education, 49(3), 341–357. https://doi.org/10.1080/03057925.2017.1407237
  • Hallinger, P., Piyaman, P., & Viseshsiri, P. (2017). Assessing the effects of learning-centered leadership on teacher professional learning in Thailand. Teaching and Teacher Education, 67, 464–476. https://doi.org/10.1016/j.tate.2017.07.008
  • Hammad, W., Abu Shindi, Y., Morad, H., Al-Mahdy, Y. F. H., & Al-Harthi, K. (2021). Promoting teacher professional learning in Egyptian schools: The contribution of learning-centered leadership. International Journal of Leadership in Education. https://doi.org/10.1080/13603124.2021.1969038
  • Hany, E. A. (1995). Teachers’ cognitive processes of identifying gifted students. In: M. K. Katzko & F. J. Mönks (Eds.), Nurturing talent: Individual needs and social ability (pp. 184-198). Assen/Maastricht: Van Gorkum.
  • Huang, L., Zhang, T., & Huang, Y. (2020). Effects of school organizational conditions on teacher professional learning in China: The mediating role of teacher self-efficacy. Studies in Educational Evaluation, 66, 100893. https://doi.org/10.1016/j.stueduc.2020.100893
  • Kılınç, A. Ç., Bellibaş, M. Ş., & Gümüş, S. (2017). Öğrenme merkezli liderlik ölçeğinin (ÖMLÖ) Türkçeye uyarlanması: Geçerlik ve güvenirlik çalışması. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 18(3), 132–144. https://doi.org/10.17679/inuefd.315124
  • Kılınç, A. Ç., Bellibaş, M. Ş., & Polatcan, M. (2020). Learning-centred leadership and change in teacher practice in Turkey: exploring the mediating effects of collaboration. Educational Studies. https://doi.org/10.1080/03055698.2020.1828833
  • Kontaş, H. (2009). BİLSEM öğretmenlerinin program geliştirme ihtiyaçlarına ilişkin geliştirilen programın etkililiği. Unpublished doctoral dissertation, Hacettepe University Graduate School of Social Sciences, Ankara.
  • Kulophas, D., & Hallinger, P. (2020). Leadership that matters: Creating cultures of academic optimism that support teacher learning in Thailand. Journal of Educational Administration, 58(6), 605–627. https://doi.org/10.1108/JEA-12-2019-0222
  • Kulophas, D., & Hallinger, P. (2021). Does leadership make a difference in teacher learning: A contextual analysis of learning centered leadership in rural Thailand. International Journal of Leadership in Education. https://doi.org/10.1080/13603124.2021.1980911
  • Kwakman, K. (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and Teacher Education, 19(2), 149-170.
  • Leithwood, K., Patten, S., & Jantzi, D. (2010). Testing a conception of how school leadership ınfluences student learning. Educational Administration Quarterly, 46(5), 671–706. https://doi.org/10.1177/0013161X10377347
  • Liu, S., Hallinger, P., & Feng, D. (2016a). Learning-centered leadership and teacher learning in China: Does trust matter? Journal of Educational Administration, 54(6), 661–682. https://doi.org/10.1108/JEA-02-2016-0015
  • Liu, S., Hallinger, P., & Feng, D. (2016b). Supporting the professional learning of teachers in China: Does principal leadership make a difference? Teaching and Teacher Education, 59, 79–91. https://doi.org/10.1016/j.tate.2016.05.023
  • Liu, L., Hallinger, P., Kennedy, K. J., & Walker, A. (2017). Mediating effects of trust, communication, and collaboration on teacher professional learning in Hong Kong primary schools. International Journal of Leadership in Education, 20(6), 697-716.
  • Louis, K. S. (2006). Changing the culture of schools: professional community, organizational learning, and trust. Journal of School Leadership, 16(5), 477–487.
  • MEB. (2016). Bilim ve Sanat Merkezleri Yönergesi. https://orgm.meb.gov.tr/meb_iys_dosyalar/2016_10/07031350_bilsem_yonergesi.pdf
  • MEB. (2018). Özel Eğitim Hizmetleri Yönetmeliği. https://orgm.meb.gov.tr/meb_iys_dosyalar/2018_07/09101900_ozel_egitim_hizmetleri_yonetmeligi_07072018.pdf
  • Murphy, J., Elliott, S. N., Goldring, E., & Porter, A. C. (2006). Learning-centered leadership: A conceptual foundation. The Wallace Foundation.
  • Myers, R. H. (1990). Classical and modern regression with applications (2nd ed.). Boston: PWS-KENT. NAGC. (2019). 2019 Pre-K-grade 12 gifted programming standards. Washington: National Association for Gifted Children.
  • Özdemir, N., Gün, F., & Yirmibeş, A. (2021). Learning–centred leadership and student achievement: Understanding the mediating effect of the teacher professional community and parental involvement. Educational Management Administration & Leadership. https://doi.org/10.1177/17411432211034167
  • Parise, L. M., & Spillane, J. (2010). Teacher learning and instructional change: How formal and on-the-job learning opportunities predict change in elementary school teachers’ practice. The Elementary School Journal 110(3), 323–346.
  • Pituch, K. A., & Stevens, J. P. (2016). Applied multivariate statistics for the social sciences: Analyses with SAS and IBM‘s SPSS (6th ed.). New York: Routledge.
  • Porter, A. C., Murphy, J., Goldring, E., Elliott, S. N., Polikoff, M. S., & May, H. (2008). Vanderbilt assessment of leadership in education: Technical manual. https://www.wallacefoundation.org/knowledge-center/pages/vanderbilt-assessment-of-leadership-in-education-technical-manual-1.aspx
  • Printy, S. M., Marks, H. M., & Bowers, A. J. (2009), Integrated leadership: How principals and teachers share transformational and instructional influence. Journal of School Leadership, 19(5), 504-532.
  • Privitera, G. J. (2016). Research methods for the behavioral sciences (2nd edition). Los Angeles: SAGE Publications.
  • Reardon, R. M. (2011). Elementary school principals’ learning-centered leadership and educational outcomes: Implications for principals’ professional development. Leadership and Policy in Schools, 10(1), 63–83. https://doi.org/10.1080/15700760903511798
  • Robinson, V. M. J., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635–674. https://doi.org/10.1177/0013161X08321509
  • Sağır, M. (2015). Öğretimsel liderlik. In Eğitim yönetiminde yeni liderlik yaklaşımları (pp. 133–155). Ankara: Pegem Akademi.
  • Sebastian, J., Huang, H., & Allensworth, E. (2017). Examining integrated leadership systems in high schools: connecting principal and teacher leadership to organizational processes and student outcomes. School Effectiveness and School Improvement, 28(3), 463–488. https://doi.org/10.1080/09243453.2017.1319392
  • Smith, W. F., & Andrews, R. I. (1989). Instructional leadership. Association for Supervision and Curriculum Development.
  • Sparks, D., & Loucks Horsley, S. (1989). Five models of staff development. Journal of Staff Development, 10(4).
  • Tabachnick, B. G., & Fidell, L. S. (2019). Using multivariate statistics (7th ed.). Boston: Pearson Education.
  • Talebizadeh, S. M., Hosseingholizadeh, R., & Bellibaş, M. Ş. (2021). Analyzing the relationship between principals’ learning-centered leadership and teacher professional learning: The mediation role of trust and knowledge sharing behavior. Studies in Educational Evaluation, 68. https://doi.org/10.1016/j.stueduc.2020.100970
  • Tayag, J., & Ayuyao, N. (2020). Exploring the relationship between school leadership and teacher professional learning through structural equation modeling. International Journal of Educational Management, 34(8), 1237–1251. https://doi.org/10.1108/IJEM-11-2018-0372
  • Thoonen, E. E., Sleegers, P. J., Oort, F. J., & Peetsma, T. T. (2012). Building school-wide capacity for improvement: The role of leadership, school organizational conditions, and teacher factors. School Effectiveness and School Improvement 23(4), 441–460.
  • Uzun, M. (2004), Üstün yetenekli çocuklar el kitabı. I. Türkiye üstün yetenekli çocuklar kongresi yayın dizisi. İstanbul: Çocuk Vakfı Yayınları.
  • Wang, H., Law, K. S., Hackett, R. D., Wang, D., & Chen, Z. X. (2005). Leader-member exchange as a mediator of the relationship between transformational leadership and followers’ performance and organizational citizenship behavior. Academy of Management Journal, 48(3), 420-432.
Toplam 62 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Mahire Aslan 0000-0002-8032-7331

Erdener Arısoy 0000-0002-8031-3335

Tuba Gören 0000-0002-0638-0310

Yayımlanma Tarihi 31 Ocak 2023
Gönderilme Tarihi 27 Eylül 2022
Yayımlandığı Sayı Yıl 2023 Cilt: 16 Sayı: 1

Kaynak Göster

APA Aslan, M., Arısoy, E., & Gören, T. (2023). The Relationship Between Learning-Centered Leadership and Professional Learning: A Study on SAC Teachers. Journal of Theoretical Educational Science, 16(1), 142-162. https://doi.org/10.30831/akukeg.1179861