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Öğretmen Algılarına Göre Okul Yöneticilerinin Destekleyici Davranışları ile Psikolojik Güçlendirme Arasındaki İlişki

Yıl 2023, Cilt: 12 Sayı: 3, 446 - 459, 11.07.2023

Ramazan Ertürk

https://doi.org/10.14686/buefad.1072689

Öz

Öğretmen algılarına göre okul yöneticilerinin destekleyici davranışları ile psikolojik güçlendirme arasındaki ilişkiyi belirlemeyi amaçlayan araştırmada nicel araştırma yöntemlerinden ilişkisel tarama modeli kullanılmıştır. Araştırmanın çalışma evrenini, Bolu il merkezinde bulunan ilkokullarda görev yapan toplam 400 öğretmen oluşturmuştur. Araştırmada; "Okul Yönetici (Müdür) Desteği Ölçeği" ve "Psikolojik Güçlendirme Ölçeği" kullanılmıştır. Veriler normal dağılım gösterdiği için verilerin analizinde parametrik testler uygulanmıştır. Araştırma sonucuna göre; öğretmenlerin okul yöneticilerinin duygusal ve öğretimsel destekleyici davranışlarına yönelik algılarının kısmen katılıyorum düzeyinde olması, okul yöneticilerinin duygusal ve öğretimsel anlamda öğretmenleri desteklemede yetersiz kaldıklarını göstermektedir. Öğretmenlerin mesleki gelişiminde en yakın bilgi kaynağı olması gereken okul yöneticilerinin denetleme ve rehberlik görevleri bulunduğundan öğretimsel anlamda öğretmenleri desteklemede yetersiz kalmaları düşünülmesi gereken bir durumdur. Öğretmelerin psikolojik güçlendirme algılarının özerklik boyutunda orta düzeyde çıkması da dikkat çeken ve çarpıcı bir sonuçtur. Okul yöneticilerinin destekleyici davranışları ile öğretmenlerin psikolojik güçlendirme algıları arasında pozitif yönlü yüksek düzeyde anlamlı bir ilişki vardır. Okul yöneticilerinin destekleyici davranışları öğretmenlerin psikolojik güçlendirme algıları üzerinde anlamlı bir yordayıcıdır.

Anahtar Kelimeler

Yönetici desteği güçlendirme psikolojik güçlendirme yönetici öğretmen

Kaynakça

  • Arslantaş, C. C. (2008). An empirical study on the effects of trust in supervisor and psychological empowerment on organizational citizenship behavior. TİSK Academy, 1, 101-117.
  • Aryee, S., & Chen, Z. X. (2006). Leader-member exchange in a Chinese context: Antecedents, the mediating role of psychological empowerment and outcomes. Journal of Business Research, 59(7), 793-801. https://doi.org/10.1016/j.jbusres.2005.03.003.ü
  • Azman, I., Sieng, L. L. C., Ajis, M. N., Dollah, N. F., & Boerhannoeddin, A. (2009). Relationship between supervisor’s role and job performance in the workplace training program. Analele Stiintifice ale Universitatii" Alexandru Ioan Cuza" din Iasi-Stiinte Economice. 56, 237-251.ü
  • Bakan, İ. (2015). Contemporary management approaches, principles, concepts and approaches. Istanbul: Beta Press Publishing.
  • Balcı, A. (2013). Sosyal bilimlerde araştırma, yöntem, teknik ve ilkeler [Research, method, technique and principles in social sciences]. Ankara: Pegem Academy.
  • Baltaş, A. (2001), Teamwork and leadership through change towards the future. İstanbul: Remzi Bookstore.ü
  • Bhanthumnavin, D. (2000). Importance of supervisory social support and its implications for HRD in Thailand. Psychology and Developing Societies, 12(2), 155-166.
  • Bhanthumnavin, D. (2003). Perceived social support from supervisor and group members’ psychological and situational characteristics as predictors of subordinate performance in Thai work units. Human Resource Development Quarterly, 14, 74-97.
  • Chen, G., Kirkman, B. L., Kanfer, R., Allen, D., & Rosen, B. (2007). A multilevel study of leadership, empowerment and performance in teams. Journal o Applied Psychology, 92(2), 331-346.
  • Çakmak-Otluoğlu, K. Ö. (2012). Protean and boundaryless career attitudes and organizational commitment: The effects of perceived supervisor support. Journal of Vocational Behaviour, 80, 638-646.
  • Çavuşoğlu, F., & Güler, E. M. (2016). The relationship between psychological empowerment and organizational citizenship behavior and differences from demographical variables: A research in hospitality enterprises of İzmir metropolitan area. Journal of Travel and Hospitality Management, 14(2), 47-64.
  • Dee, J. R., Henkin, A. B., & Singleton, C. A. (2006). Organizational commitment of teachers in urban schools: Examining the effects of team structures. Urban Education, 41 (6), 603-627.
  • Derinbay, D. (2011). The perceived organizational support level of primary shool teachers (Unpublished master's thesis). Pamukkale University Institute of Social Science, Denizli.
  • DiPaola, M. F. (2012). Conceptualizing and validating a measure of principal support. In Michael F. DiPaola & Patrick B. Forsyth (Eds.), Contemporary challenges confronting school leaders. Charlotte, NC: Information Age.
  • Doğan, B. (2019). Psychological empowerment and factors affecting psychological empowerment: Research on a public institution i̇n Turkey (Master thesis). Gebze Technical University Institute of Social Sciences, Kocaeli.
  • Doğan, S. (2014). Perceptions of primary school teachers on organizational support (Case of Polatli district). (Unpublished master's thesis). Hacettepe University Institute of Education Science, Ankara.
  • Eisenberger, R., Stinglhamber, F., Vandenberghe, C., Sucharski, L. I., & Rhoades, L. (2002). Perceived supervisor support: Contributions to perceived organizational support and employee refention. Journal ofApplied Psychqolog, 87, 565-573.
  • Ertürk, A., Keskinkılıç Kara, S. B., & Güneş, D. Z. (2016). Emotional labor and psychological well-being: perception of administrative support as a predictor. Abant İzzet Baysal University Journal of the Faculty of Education, 16(4), 1723-1744.
  • Ertürk, R. (2020). Teacher autonomy: A conceptual analysis. International Pegem education congress (Ipcedu-2020) full text book in (s. 452-464). Ankara: Pegem Publishing.
  • Ertürk, R. (2021). The relationship between teachers' behavioral empowerment and organizational commitment. (Unpublished doctoral dissertion), Bolu Abant İzzet Baysal University Graduate School of Education, Bolu.
  • Field, A. (2009). Discovering statistics using SPSS (Third Edition). London: Sage Publications Ltd.
  • Fuller, J. B., Morrison, R., Jones, L., Bridger, D., & Brown, V. (1999). The effects of psychological empowerment on transformational leadership and job satisfaction. The Journal of Social Psychology, 139(3), 389-391. ü Gagnon, M. A., & Michael, J. H. (2004) Outcomes of perceived supervisor support for wood production employees. Forest Products Journal, 54(12), 172-177.
  • Garfield, C. (1993). Employee empowerment. Executive Excellence, 10(3), 20-22.
  • Günbayı, İ., Dağlı, E., & Kalkan, F. (2013). The relation between primary school principals' supportive behaviors and teachers' organizational citizenship behaviors. Educational Administration: Theory and Practice, 4(4), 575-602.
  • House, J. S. (1981). Work stress and social support. Reading, MA: Addison-Wesley.
  • Iwata, T. (2013). Teacher’s autonomy and students’ creativity. (Unpublished master’s thesis), Albright College, Georgia.
  • Kıral, E. (2016). Time management in school administrators. Ankara: Eyuder Publications.
  • Koçel, T. (2015). Business management. İstanbul: Beta Publishing.
  • Lambert, E., & Hogan, N. (2009). Creating a positive workplace experience: The issue of from supervisors and management in shaping the job stress, job satisfaction, and organizational commitment of private correctional staff. Journal of Applied Security Research, 4, 462-482.
  • Littrell, P. (1992). The effects of principal support on general and special educators' stress, job satisfaction, health, school commitment, and intent to stay in teaching (Unpublished doctoral dissertation). Virginia Polytechnic Instituteand State University, Blacksburg, USA.
  • Littrell, P., Billingsley, B., & Cross, L. (1994). The effects of support on general and special educators' stress, job satisfaction, health, commitment, and intent to stay in teaching. Remedial and Special Education, 15, 297-310.
  • Qureshi, M. A., & Hamid, K. (2017). Impact of supervisor support on job satisfaction: A Moderating role of fairness perception. International Journal of Academic Research in Business and Social Sciences, 7(3), 235-242.
  • Özdemir, A. (2010). The relationship of perceived superior support and individualism collectivism with organizational citizenship behaviors in primary schools. Educational Administration: Theory and Practice, 16(1), 93-112.
  • Özdemir-Demirel, G. (2012). The styles of school principals’ using power sources and the relationshıp between princible support and citizenship behaviour. (Unpublished master thesis), Gazi University Institute of Education Science, Ankara.
  • Özkara, Z. U., Taş, A., & Aydıntan, B. (2019). The mediating effect of leader-member exchange in the relationship between perceived supervisor support and organizational cynicism. International Journal of Society Researches, 12(18. UİK Special Issue), 101-137.
  • Phan, T. T. T. (2012). Teacher autonomy and learner autonomy: An east asians perspective. International Journal of Social Science and Humanity, 2(6), 468-481.
  • Podsakoff, P. M., MacKenzie, S. B., Paine, J. B., & Bachrach, D. G. (2000). Organizational citizenship behavior: A critical review of the theoretical and empirical literature and suggestions for future research. Journal of Management, 26, 513-563.
  • Pohl, S., & Galletta, M. (2016). The role of supervisor emotional support on individual job satisfaction: A multilevel analysis. Applied Nursing Research, 33, 61-66.
  • Psoinos, A., Kern, T., & Smithson, S. (2000). An exploratory study of information systems in support of employee empowerment. Journal of Information Technology, 15(3), 211-230. https://doi.org/10.1080/02683960050153174.
  • Ro, H., & Chen, P.-J. (2011). Empowerment in hospitality organizations: Customer orientation and organizational support. International Journal of Hospitality Management, 30(2), 422-428. https://doi.org/10.1016/j.ijhm.2010.09.003.
  • Sağlam Arı, G., & Ergeneli, A. (2003). The impact of psychological empowerment perception and some demographic variables to organizational commitment. Hacettepe University Faculty of Economics and Administrative Sciences Journal,50(21), 129-149.
  • Salahian, A., Oreizi, H. R., Abedi, M. R., & Soltani, I. (2012). Co-workers/Supervisor support and burnout. Interdisciplinary Journal of Contemporary Research in Business, 4(1), 141-148.
  • Sheikhpoor Z., & Sheikhpoor, M. (2015). Explaining the relationship between empowerment and work life quality: A case study on the staff of social security Hospital of Zahedan city. Journal of Health Management & Informatics, 2(3), 101-107.
  • Short, P. M. (1992). Dimensions of teacher empowerment. 30 Mayıs 2021 tarihindehttps://pdfs.semanticscholar.org/8cb6/03a96b57aab5b9ede0b088ab7e8a9d2b5bae.pdf?_ga=2.176043362.1118196562.1585571367-464447360.1584454271 sitesinden alınmıştır.
  • Seibert, S. E., Wang, G., & Courtright, S.H. (2011). Antecedents and consequences of psychological and team empowerment in organizations: A meta-analytic review. Journal of Applied Psychology, 96(5), 981-1003. https://doi.org/10.1037/a0022676.
  • Spreitzer, G. M. (1995). Psychological empowerment in the workplace: Dimensions, measurement, and validation. Academy of Management Journal 38(5), 1442-1465. https://doi.org/10.2307/256865.
  • Spreitzer, G. M. (1996). Social structural characteristics of psychological empowerment. Academy of Management Journal, 39(2), 483-504. https://doi.org/10.2307/256789.
  • Spreitzer, G. M., Kizilos, M. A., & Nason, S.W. (1997). A dimensional analysis of the relationship between psychological empowerment and effectiveness, satisfaction, and strain. Journal of Management, 23(5), 679-704.
  • Stevens, J. P. (2009) Applied multivariate statistics for the social sciences (Fifth Edition). New York: Routledge.
  • Sürgevil, O., Tolay, E., & Topoyan, M. (2013). Structural reinforcement and psychological reinforcement scales validity and reliability analysis.Journal of Yasar University, 8(31), 5371-5391.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Boston: Allyn and Bacon.
  • Turgut, T. (2011). Passion to work: Workload, flexible working hours, executive support and relations with work-family conflict. Atatürk University Journal of Economics and Administrative Sciences, 25(3-4), 155-179.
  • Wang, Z. (2014). Perceived supervisor support and organizational citizenship behavior: The role of organizational commitment. International Journal of Business and Social Science, 5(1), 210-214.

The Relationship Between Supportive Behaviors of School Administrators and Psychological Empowerment According to Teacher Perceptions

Yıl 2023, Cilt: 12 Sayı: 3, 446 - 459, 11.07.2023

Ramazan Ertürk

https://doi.org/10.14686/buefad.1072689

Öz

This study aims to determine the relationship between school administrators' supportive behaviours and psychological empowerment according to teacher perceptions, relational survey model as a quantitative research method was used. The population of the study consisted of 400 teachers working at primary schools in central Bolu, Turkey in the 2020-2021 academic year. As data collection instruments, Administrator Support Scale (PSS) and Psychological Empowerment Scale (PES) were used. Since the data showed normal distribution, parametric tests were employed in the analysis of the data. According to the results of the study, the fact that the teachers' perceptions of the supportive behaviors of the school administrators in terms of emotional and educational support are at the level of slightly agree shows that school administrators are inadequate at supporting teachers emotionally and educationally. Since the school administrators who should be the closest source of information in the professional development of the teachers have supervision and guidance duties, it should be taken into consideration that they are incapable of supporting the teachers in educational sense. That the teachers’ perceptions of psychological empowerment in the dimension of self-determination are at the moderate level is also a striking result. There is a positive and highly significant relationship between the supportive behaviours of school administrators and teachers' perceptions of psychological empowerment. Supportive behaviors of school administrators are a significant predictor of teachers' perceptions of psychological empowerment

Anahtar Kelimeler

: Principal support empowerment psychological empowerment administrator teacher

Kaynakça

  • Arslantaş, C. C. (2008). An empirical study on the effects of trust in supervisor and psychological empowerment on organizational citizenship behavior. TİSK Academy, 1, 101-117.
  • Aryee, S., & Chen, Z. X. (2006). Leader-member exchange in a Chinese context: Antecedents, the mediating role of psychological empowerment and outcomes. Journal of Business Research, 59(7), 793-801. https://doi.org/10.1016/j.jbusres.2005.03.003.ü
  • Azman, I., Sieng, L. L. C., Ajis, M. N., Dollah, N. F., & Boerhannoeddin, A. (2009). Relationship between supervisor’s role and job performance in the workplace training program. Analele Stiintifice ale Universitatii" Alexandru Ioan Cuza" din Iasi-Stiinte Economice. 56, 237-251.ü
  • Bakan, İ. (2015). Contemporary management approaches, principles, concepts and approaches. Istanbul: Beta Press Publishing.
  • Balcı, A. (2013). Sosyal bilimlerde araştırma, yöntem, teknik ve ilkeler [Research, method, technique and principles in social sciences]. Ankara: Pegem Academy.
  • Baltaş, A. (2001), Teamwork and leadership through change towards the future. İstanbul: Remzi Bookstore.ü
  • Bhanthumnavin, D. (2000). Importance of supervisory social support and its implications for HRD in Thailand. Psychology and Developing Societies, 12(2), 155-166.
  • Bhanthumnavin, D. (2003). Perceived social support from supervisor and group members’ psychological and situational characteristics as predictors of subordinate performance in Thai work units. Human Resource Development Quarterly, 14, 74-97.
  • Chen, G., Kirkman, B. L., Kanfer, R., Allen, D., & Rosen, B. (2007). A multilevel study of leadership, empowerment and performance in teams. Journal o Applied Psychology, 92(2), 331-346.
  • Çakmak-Otluoğlu, K. Ö. (2012). Protean and boundaryless career attitudes and organizational commitment: The effects of perceived supervisor support. Journal of Vocational Behaviour, 80, 638-646.
  • Çavuşoğlu, F., & Güler, E. M. (2016). The relationship between psychological empowerment and organizational citizenship behavior and differences from demographical variables: A research in hospitality enterprises of İzmir metropolitan area. Journal of Travel and Hospitality Management, 14(2), 47-64.
  • Dee, J. R., Henkin, A. B., & Singleton, C. A. (2006). Organizational commitment of teachers in urban schools: Examining the effects of team structures. Urban Education, 41 (6), 603-627.
  • Derinbay, D. (2011). The perceived organizational support level of primary shool teachers (Unpublished master's thesis). Pamukkale University Institute of Social Science, Denizli.
  • DiPaola, M. F. (2012). Conceptualizing and validating a measure of principal support. In Michael F. DiPaola & Patrick B. Forsyth (Eds.), Contemporary challenges confronting school leaders. Charlotte, NC: Information Age.
  • Doğan, B. (2019). Psychological empowerment and factors affecting psychological empowerment: Research on a public institution i̇n Turkey (Master thesis). Gebze Technical University Institute of Social Sciences, Kocaeli.
  • Doğan, S. (2014). Perceptions of primary school teachers on organizational support (Case of Polatli district). (Unpublished master's thesis). Hacettepe University Institute of Education Science, Ankara.
  • Eisenberger, R., Stinglhamber, F., Vandenberghe, C., Sucharski, L. I., & Rhoades, L. (2002). Perceived supervisor support: Contributions to perceived organizational support and employee refention. Journal ofApplied Psychqolog, 87, 565-573.
  • Ertürk, A., Keskinkılıç Kara, S. B., & Güneş, D. Z. (2016). Emotional labor and psychological well-being: perception of administrative support as a predictor. Abant İzzet Baysal University Journal of the Faculty of Education, 16(4), 1723-1744.
  • Ertürk, R. (2020). Teacher autonomy: A conceptual analysis. International Pegem education congress (Ipcedu-2020) full text book in (s. 452-464). Ankara: Pegem Publishing.
  • Ertürk, R. (2021). The relationship between teachers' behavioral empowerment and organizational commitment. (Unpublished doctoral dissertion), Bolu Abant İzzet Baysal University Graduate School of Education, Bolu.
  • Field, A. (2009). Discovering statistics using SPSS (Third Edition). London: Sage Publications Ltd.
  • Fuller, J. B., Morrison, R., Jones, L., Bridger, D., & Brown, V. (1999). The effects of psychological empowerment on transformational leadership and job satisfaction. The Journal of Social Psychology, 139(3), 389-391. ü Gagnon, M. A., & Michael, J. H. (2004) Outcomes of perceived supervisor support for wood production employees. Forest Products Journal, 54(12), 172-177.
  • Garfield, C. (1993). Employee empowerment. Executive Excellence, 10(3), 20-22.
  • Günbayı, İ., Dağlı, E., & Kalkan, F. (2013). The relation between primary school principals' supportive behaviors and teachers' organizational citizenship behaviors. Educational Administration: Theory and Practice, 4(4), 575-602.
  • House, J. S. (1981). Work stress and social support. Reading, MA: Addison-Wesley.
  • Iwata, T. (2013). Teacher’s autonomy and students’ creativity. (Unpublished master’s thesis), Albright College, Georgia.
  • Kıral, E. (2016). Time management in school administrators. Ankara: Eyuder Publications.
  • Koçel, T. (2015). Business management. İstanbul: Beta Publishing.
  • Lambert, E., & Hogan, N. (2009). Creating a positive workplace experience: The issue of from supervisors and management in shaping the job stress, job satisfaction, and organizational commitment of private correctional staff. Journal of Applied Security Research, 4, 462-482.
  • Littrell, P. (1992). The effects of principal support on general and special educators' stress, job satisfaction, health, school commitment, and intent to stay in teaching (Unpublished doctoral dissertation). Virginia Polytechnic Instituteand State University, Blacksburg, USA.
  • Littrell, P., Billingsley, B., & Cross, L. (1994). The effects of support on general and special educators' stress, job satisfaction, health, commitment, and intent to stay in teaching. Remedial and Special Education, 15, 297-310.
  • Qureshi, M. A., & Hamid, K. (2017). Impact of supervisor support on job satisfaction: A Moderating role of fairness perception. International Journal of Academic Research in Business and Social Sciences, 7(3), 235-242.
  • Özdemir, A. (2010). The relationship of perceived superior support and individualism collectivism with organizational citizenship behaviors in primary schools. Educational Administration: Theory and Practice, 16(1), 93-112.
  • Özdemir-Demirel, G. (2012). The styles of school principals’ using power sources and the relationshıp between princible support and citizenship behaviour. (Unpublished master thesis), Gazi University Institute of Education Science, Ankara.
  • Özkara, Z. U., Taş, A., & Aydıntan, B. (2019). The mediating effect of leader-member exchange in the relationship between perceived supervisor support and organizational cynicism. International Journal of Society Researches, 12(18. UİK Special Issue), 101-137.
  • Phan, T. T. T. (2012). Teacher autonomy and learner autonomy: An east asians perspective. International Journal of Social Science and Humanity, 2(6), 468-481.
  • Podsakoff, P. M., MacKenzie, S. B., Paine, J. B., & Bachrach, D. G. (2000). Organizational citizenship behavior: A critical review of the theoretical and empirical literature and suggestions for future research. Journal of Management, 26, 513-563.
  • Pohl, S., & Galletta, M. (2016). The role of supervisor emotional support on individual job satisfaction: A multilevel analysis. Applied Nursing Research, 33, 61-66.
  • Psoinos, A., Kern, T., & Smithson, S. (2000). An exploratory study of information systems in support of employee empowerment. Journal of Information Technology, 15(3), 211-230. https://doi.org/10.1080/02683960050153174.
  • Ro, H., & Chen, P.-J. (2011). Empowerment in hospitality organizations: Customer orientation and organizational support. International Journal of Hospitality Management, 30(2), 422-428. https://doi.org/10.1016/j.ijhm.2010.09.003.
  • Sağlam Arı, G., & Ergeneli, A. (2003). The impact of psychological empowerment perception and some demographic variables to organizational commitment. Hacettepe University Faculty of Economics and Administrative Sciences Journal,50(21), 129-149.
  • Salahian, A., Oreizi, H. R., Abedi, M. R., & Soltani, I. (2012). Co-workers/Supervisor support and burnout. Interdisciplinary Journal of Contemporary Research in Business, 4(1), 141-148.
  • Sheikhpoor Z., & Sheikhpoor, M. (2015). Explaining the relationship between empowerment and work life quality: A case study on the staff of social security Hospital of Zahedan city. Journal of Health Management & Informatics, 2(3), 101-107.
  • Short, P. M. (1992). Dimensions of teacher empowerment. 30 Mayıs 2021 tarihindehttps://pdfs.semanticscholar.org/8cb6/03a96b57aab5b9ede0b088ab7e8a9d2b5bae.pdf?_ga=2.176043362.1118196562.1585571367-464447360.1584454271 sitesinden alınmıştır.
  • Seibert, S. E., Wang, G., & Courtright, S.H. (2011). Antecedents and consequences of psychological and team empowerment in organizations: A meta-analytic review. Journal of Applied Psychology, 96(5), 981-1003. https://doi.org/10.1037/a0022676.
  • Spreitzer, G. M. (1995). Psychological empowerment in the workplace: Dimensions, measurement, and validation. Academy of Management Journal 38(5), 1442-1465. https://doi.org/10.2307/256865.
  • Spreitzer, G. M. (1996). Social structural characteristics of psychological empowerment. Academy of Management Journal, 39(2), 483-504. https://doi.org/10.2307/256789.
  • Spreitzer, G. M., Kizilos, M. A., & Nason, S.W. (1997). A dimensional analysis of the relationship between psychological empowerment and effectiveness, satisfaction, and strain. Journal of Management, 23(5), 679-704.
  • Stevens, J. P. (2009) Applied multivariate statistics for the social sciences (Fifth Edition). New York: Routledge.
  • Sürgevil, O., Tolay, E., & Topoyan, M. (2013). Structural reinforcement and psychological reinforcement scales validity and reliability analysis.Journal of Yasar University, 8(31), 5371-5391.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Boston: Allyn and Bacon.
  • Turgut, T. (2011). Passion to work: Workload, flexible working hours, executive support and relations with work-family conflict. Atatürk University Journal of Economics and Administrative Sciences, 25(3-4), 155-179.
  • Wang, Z. (2014). Perceived supervisor support and organizational citizenship behavior: The role of organizational commitment. International Journal of Business and Social Science, 5(1), 210-214.
Toplam 53 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Ramazan Ertürk 0000-0002-8140-0895

Erken Görünüm Tarihi 16 Haziran 2023
Yayımlanma Tarihi 11 Temmuz 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 12 Sayı: 3

Kaynak Göster

APA Ertürk, R. (2023). The Relationship Between Supportive Behaviors of School Administrators and Psychological Empowerment According to Teacher Perceptions. Bartın University Journal of Faculty of Education, 12(3), 446-459. https://doi.org/10.14686/buefad.1072689
 Kapak Resmi İndir
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