Araştırma Makalesi
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Okul Yöneticisinin Koçluk Davranışları İle Okulların Akademik İyimserlikleri Arasındaki İlişkinin İncelenmesi

Yıl 2023, Cilt: 12 Sayı: 3, 618 - 633, 11.07.2023

Kerim Aymaz Aynur B.bostancı

https://doi.org/10.14686/buefad.1127010

Öz

Bu araştırma, okul yöneticilerinin koçluk davranışları ile okulların akademik iyimserlikleri arasındaki ilişki durumunu ortaya koymak amacıyla yapılmıştır. Araştırma ilişkisel tarama modeliyle desenlemiştir. Araştırmanın evrenini Manisa ilinin Salihli ilçesinde kamu okullarında görev yapan 2487 öğretmen, örneklemini ise kolay ulaşılabilir örnekleme yoluyla ulaşılan 497 ilkokul, ortaokul ve lise öğretmeni oluşturmaktadır. Araştırmada elde edilen sonuçlar şu şekildedir. Öğretmenlerin okul müdürlerinin koçluk davranışlarına yönelik algı düzeyleri yüksektir. Okul müdürlerinin koçluk davranışlarını göstermelerine yönelik öğretmen algılarının, cinsiyet ve okulda ki öğretmen sayısı değişkenlerine göre farklılaştığı, diğer değişkenlerine göre ise farklılaşmadığı görülmüştür. Öğretmenlerin akademik iyimserliklerinin yüksek düzeyde olduğu anlaşılmaktadır. Öğretmenlerin akademik iyimserliklerinin görev yapılan okul düzeyi ve mezuniyet durumu değişkenlerine göre anlamlı olarak farklılaştığı tespit edilmiştir. Öğretmenlerin okul müdürlerinin koçluk davranışı göstermelerine yönelik algıları ile akademik iyimserlik düzeyleri arasında anlamlı, pozitif yönlü ve orta düzeyde bir ilişki bulunmaktadır. Yine okul müdürlerinin koçluk davranışlarından durum saptama davranışı boyutuna yönelik öğretmen algıları akademik iyimserlik düzeylerini yükseltmektedir.

Anahtar Kelimeler

Mentörlük akademik iyimserlik akademik vurgu

Kaynakça

  • Akçil, M. (2012). The evaluation of coaching roles of primary school administrators. (Unpublished master thesis), Afyon Kocatepe University Institute of Social Science, Afyonkarahisar.
  • Akın, A., & Ulukök, E. (2017). Koçluk yaklaşımı ile işgören geliştirme [Developing employee with coaching approach]. Kırıkkale University Journal of Social Science, 7 (2), 279-300.
  • Alvoid, L. & Black Jr, W. L. (2014). Changing role of principals: How high achieving districts are recalibrating school leadership. Washington D.C, The U.S.A: www.americanprogress.org (Associated Press) Eric Number:ED561099.
  • Anwar, M. & Anis-ul-Haque, M. (2014). Teacher academic optimism: A preliminary study measuring the latent construct. FWU Journal of Social Sciences, 8(1), 10-16.
  • Ayhan, B. (2019). Examining the coaching skills of schools administrators: The case of Çanakkale province. (Unpublished master thesis), Çanakkale Onsekiz Mart University Institute of Social Science, Çanakkale. Batson, V. D. & Yoder, L. H. (2012). Managerial coaching: a concept analysis. Advanced Nursing, 68 (7), 1658-1669.
  • Beard, K. S., Hoy, W. K. & Woolfolk Hoy, A. (2009). Academic optimism of individual teachers: Confirming a new construct. Working Paper, Ohio State University, USA., 1-35.
  • Biroğul, H., K. & Deniz, M. E. (2017). Farklı branş öğretmenlerinin akademik iyimserlikleri ile mesleki benlik saygılarının incelenmesi [The analysis of the academic optimism of different branches teachers and their vocational self-esteems]. Elementary Education Online,16(2), 814-825.
  • Bostancı, A. B., Doğan, Ö. & Tosun, A. (2020). The relationship between schools' DNA profiles and teachers' school academic optimism. International Online Journal of Educational Sciences, 12 (4), 85-99.
  • Bostancı, A. B. & Kayaalp, D. (2011). İlköğretim okullarında öğretmen performansının geliştirilmesi [ Development of teacher performance in primary schools]. Kastamonu Education Journal, 19 (11), 127-140.
  • Bostancı, A. B. & Kurt, Ş. (2018). Öğretmenlerin politik yetileri ile okulların akademik iyimserlik düzeyleri arasındaki ilişki [The relationship between teachers' political skills and school academic optimism levels]. E-International Journal of Educational Research, 9(3), 119-135.
  • Bostancı, A. B. & Yolcu, H. (2011). İlköğretim okulları yöneticilerinin öğretmen performansını değerlendirmede etik ilkelere uyma düzeyleri [The compliance level of primary school administrators’ to ethical principles while evaluating the teachers’ performances]. International Journal of Human Sciences, 8 (1).
  • Bozkurt, Ö. & Ercan, A. (2017). Akademik iyimserlik ile performans arasındaki ilişkinin akademisyenler açısından değerlendirilmesi [The relationship between academic optimism and performance is evaluated in terms of academicians]. International Journal of Management Economics and Business, ICMEB17 Special Issue, 251-263.
  • Bursal, M. (2017). SPSS ile Temel Veri Analizleri [Basic Data Analysis with SPSS]. Ankara: Anı Publishing.
  • Büyüköztürk, Ş. (2012). Sosyal Bilimler için Veri Analizi El Kitabı [Manual of Data Analysis for Social Sciences]. Ankara: Pegem Academy Burdett, J. O. (1998). Forty things every manager should know about coaching. Journal Of Management Development, 17 (2), 142-152.
  • Çağlar, Ç. (2013). Okulların akademik iyimserlik düzeyinin öğretmenlerin örgütsel bağlılık üzerindeki etkisi [The relationship between academic optimism level of school and organizational commitment of teachers]. Mersin University Journal of The Faculty of Education, 9 (1), 260-273.
  • Çağlar, Ç. (2014). Okulların akademik iyimserlik düzeyleri ile değişime açıklık düzeyleri arasındaki ilişki [The relationship between academic optimism levels of schools and their levels of openness to change]. Journal of Theoretical Educational Science, 7(1), 94-113.
  • Çoban, D. & Demirtaş, H. (2011). Okulların akademik iyimserlik düzeyi ile öğretmenlerin örgütsel bağlılığı arasındaki ilişki [The relationship between the level of schools’ academic optimism and teachers’ organisational commitment]. Educational Administration: Theory and Practice, 17 (3), 317-348.
  • Dean, S. D. (2011). Collegial leadership, teacher professionalism, faculty trust: predicting teacher academic optimism in elementary schools. (Unpublished Ph.D. Thesis), The University of Alabama: The U.S.A.
  • Duncon, H. E. & Stock, M. J. (2010). Mentoring and coaching rural school leaders: What do they need? Mentoring and tutoring: Partnership in Learning, 18 (3), 293-311.
  • Eğmir, E. (2012). The effectiveness level of school administrator’s coaching characteristic on school’s being learning organization. (Unpublished master thesis), Afyon Kocatepe University Institute of Social Science, Afyonkarahisar.
  • Evered, R. D. & Selman, J. C. (1989). Coaching and the art of management. Organizational Dynamic, 18 (2), 16-32.
  • Frazier, K. L. (2016, November). Planning, implementing, and evaluating manager-as-coach planning, implementing, and evaluating manager-as-coach programs ın business: A Delphi study. (Unpublished p. Doctoral Dissertation). Pepperdine University - Graduate School of Education and Psychology, Malibu, The U.S.A.
  • Gallwey, W., Kleiman, Z. & Carrol, P. (1997). The inner game of tennis: The classic guide to the mental side of peak performance. Manhattan, The USA: Random House Publishing Group.
  • Grant, A. M. (2014). Autonomy support, relationship satisfaction and goal focus in the coach-coachee relationship: Which best predicts coaching success? Coaching: An International Journal of Theory, Research and Practice, 7 (1), 18-38.
  • Hargrove, R. (2007). The Masterful coaching field book: Grow your business, multiply your profits, win the talent war! (2. Ed.). San Francisco, The USA: Pfeiffer.
  • Hoy, W. K. & Tarter, C. J. (2011). Positive psychology and educational administration: An optimistic research agenda Educational Administration Quarterly, 47 (3), 427–445.
  • Hoy, W. K., Woolfolk, H. & Kurz, N. M. (2008). Teacher’s academic optimism: the development and test of a new construct. Teaching and Teacher Education, 24, 821–835.
  • Işık, A., A. (2017). Relationship between schools' organizational learning levels and teachers' academic optimism. (Unpublished master thesis), Uşak University Institute of Social Science, Uşak. Joyce, B. & Showers, B. (1981). Transfer of training: The contribution of coaching. Journal of Education, 163-172.
  • Kalkan, F. S. (2009). Comparision between the perceived coaching abilities of the directors working at different types of schools. (Unpublished master thesis), Yeditepe University Institute of Social Science, İstanbul.
  • Karaçam A. (2016). Academic optimism, psychological well-being and physical self-esteem as a predictor of success perceptions of physical education teachers. (Unpublished Ph.D thesis), Gazi University, Institute of Education Science, Ankara.
  • Karakuş, K., H. (2019). The relationship between coaching roles of school administrators and organizational identification levels of teachers. (Unpublished master thesis), Pamukkale University Institute of Education Science, Denizli.
  • Kışlalı, İ. (2019). Koçluk hizmeti alan çalışanların mutluluk düzeylerine ilişkin işten ayrılma niyeti ve yaşan doyumu arasındaki ilişki [The relationship between the happiness levels of coaching service takers, turnover intention and life satisfaction]. International Journal of Management Economics and Business, 15 (1), 181-202.
  • Knight, J. (2011). What good coaches do. Educational leadership, 18-22.
  • Knight, J. (2019). Instructional coaching for implementing visible learning: A model for translating research into practice. Education Science, 9 (101), 1-16.
  • Kondakçı, Y. & Kurtay, M. Z. (2013). Yönetim süreçleri, Eğitim Yönetimde Kuram ve Uygulama (Editör:Servet Özdemir) (p. 504) [Management Processes, Theory and Practice In Education Management (ed. Servet Özdemir)]. Ankara: Pegem Academy.
  • Küpeli, A. Ö. (2018, Ocak). The relationship between the coaching competency and predisposition to authentic leadership of school. (Unpublished Ph.D thesis), Çanakkale Onsekiz Mart University Institute of Education Science, Çanakkale.
  • Kürkçü, M. (2019). The relationship between class teachers' teaching authority behaviors academic performance levels and perceptions of teaching leadership. (Unpublished master thesis), Amasya University Institute of Social Sciences, Amasya.
  • Laba, K. (2011). Coaching For School Improvement: A Guide for Coaches and Their Supervisors. Lincoln, The U.S.A: Center On Innovation and Improvement. (https://www.adi.org/downloads/Coaching_for_School_Improvement.pdf).
  • Lord, P., Atkinson, M., Mitchell, H. (2008). Mentoring and coaching for professionals. A Study of the research Evidence. TDA.
  • McGuffin, A. A. & Obonyo, E. (2010). Enhancing performance: A case study of the effects of employee coaching in construction practice. Construction Management and Economics, 28 (2), 141-149.
  • McGuigan, L. & Hoy, W. K. (2006). Principal leadership: Creating a culture of academic optimism to improve achievement for all students. Leadership and Policy in Schools, 5 (3), 203-229.
  • Özoğlu, B. (2011). The effect of the coaching skills of managers on teacher performance. (Unpublished master thesis), Çanakkale Onsekiz Mart University Institute of Social Sciences, Çanakkale.
  • Öztürk, S. (2007). The comparison of coaching skills of secondary school private and public school administrators. (Unpublished master thesis), Marmara University Institute of Education Sciences, İstanbul. Passmore, J. (2010). Excellence in coaching-the industry guide (2nd Edt.). London, The United Kingdom: Kogan Page Limited.
  • Pürçek, K. I. (2015). Ankara city state school principals’ coaching behavior and correlation with elementary school teachers job satisfaction level. (Unpublished PhD thesis), Ankara University Institute of Education Sciences, Ankara.
  • Sadık, F. ve Akbulut, S.E. (2020). Okulların sosyal sermayesi ile öğretmenlerin akademik iyimserlik düzeyleri arasındaki İlişki [The relationship between the schools’ social capital and teachers’ academic optimism level]. Mediterranean Journal of Educational Research, 14(34), 396-420.https://doi.org/10.29329/mjer.2020.322.19.
  • Seçer, İ. (2013). SPSS ve LISREL ile pratik veri analizi [Practical data analysis with LISREL and SPSS]. Ankara: Anı Publishing.
  • Semizler, A. N. (2021). The relationship between teachers’ perceptions of political tactics in school and their level of school academic optimism. (Unpublished master thesis), Uşak University Institute of Education Sciences, Uşak.
  • Smith, P. A. & Hoy, W. K. (2007). Academic optimism and student achievement in urban elementary schools. Journal of Educational Administration, 45 (5), 556-568.
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  • Yalçın, S. (2013). The relationships of primary school teachers' burnout levels to perceived stress, psychological hardiness and academic optimism. (Unpublished master thesis), Gazi University Institute of Education Sciences, Ankara.
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Examination of The Relationship Between School Administrator’ Coaching Behaviour and Academic Optimism Of Schools

Yıl 2023, Cilt: 12 Sayı: 3, 618 - 633, 11.07.2023

Kerim Aymaz Aynur B.bostancı

https://doi.org/10.14686/buefad.1127010

Öz

This study aims to reveal the relationship between school administrator’coaching behaviours and academic optimism of schools. It was designed with the correlational model. The population consisted of 2487 teachers in Salihli district of Manisa province and the sample consists of 497 teachers. This study adopted Convenience sampling method. According to the results of research, the perception levels of teachers toward the school administrators’ coaching behaviours were high. Additionally, as reported in the study, the perceptions of teachers toward administrators’ coaching behaviors at schools differed significantly in accordance with the variable of the number of teachers working at their schools and the gender variable, but no significant difference was determined in terms of the other variables. Teachers' perception level towards school academic optimism was high. The perception level of teachers regarding the schools’ academic optimism differed in accordance with the variables of the school level and graduation status significantly. There was a significant, medium-level and positive-oriented correlation among teachers’perception of administrators’ coaching behaviours and school academic optimism level of teachers. Subsequently, perceptions of teachers concerning situation determination dimension of administrator’ coaching behaviours in schools increased the level of teachers' academic optimism

Anahtar Kelimeler

Mentoring academic optimism acacdemic emphasis

Kaynakça

  • Akçil, M. (2012). The evaluation of coaching roles of primary school administrators. (Unpublished master thesis), Afyon Kocatepe University Institute of Social Science, Afyonkarahisar.
  • Akın, A., & Ulukök, E. (2017). Koçluk yaklaşımı ile işgören geliştirme [Developing employee with coaching approach]. Kırıkkale University Journal of Social Science, 7 (2), 279-300.
  • Alvoid, L. & Black Jr, W. L. (2014). Changing role of principals: How high achieving districts are recalibrating school leadership. Washington D.C, The U.S.A: www.americanprogress.org (Associated Press) Eric Number:ED561099.
  • Anwar, M. & Anis-ul-Haque, M. (2014). Teacher academic optimism: A preliminary study measuring the latent construct. FWU Journal of Social Sciences, 8(1), 10-16.
  • Ayhan, B. (2019). Examining the coaching skills of schools administrators: The case of Çanakkale province. (Unpublished master thesis), Çanakkale Onsekiz Mart University Institute of Social Science, Çanakkale. Batson, V. D. & Yoder, L. H. (2012). Managerial coaching: a concept analysis. Advanced Nursing, 68 (7), 1658-1669.
  • Beard, K. S., Hoy, W. K. & Woolfolk Hoy, A. (2009). Academic optimism of individual teachers: Confirming a new construct. Working Paper, Ohio State University, USA., 1-35.
  • Biroğul, H., K. & Deniz, M. E. (2017). Farklı branş öğretmenlerinin akademik iyimserlikleri ile mesleki benlik saygılarının incelenmesi [The analysis of the academic optimism of different branches teachers and their vocational self-esteems]. Elementary Education Online,16(2), 814-825.
  • Bostancı, A. B., Doğan, Ö. & Tosun, A. (2020). The relationship between schools' DNA profiles and teachers' school academic optimism. International Online Journal of Educational Sciences, 12 (4), 85-99.
  • Bostancı, A. B. & Kayaalp, D. (2011). İlköğretim okullarında öğretmen performansının geliştirilmesi [ Development of teacher performance in primary schools]. Kastamonu Education Journal, 19 (11), 127-140.
  • Bostancı, A. B. & Kurt, Ş. (2018). Öğretmenlerin politik yetileri ile okulların akademik iyimserlik düzeyleri arasındaki ilişki [The relationship between teachers' political skills and school academic optimism levels]. E-International Journal of Educational Research, 9(3), 119-135.
  • Bostancı, A. B. & Yolcu, H. (2011). İlköğretim okulları yöneticilerinin öğretmen performansını değerlendirmede etik ilkelere uyma düzeyleri [The compliance level of primary school administrators’ to ethical principles while evaluating the teachers’ performances]. International Journal of Human Sciences, 8 (1).
  • Bozkurt, Ö. & Ercan, A. (2017). Akademik iyimserlik ile performans arasındaki ilişkinin akademisyenler açısından değerlendirilmesi [The relationship between academic optimism and performance is evaluated in terms of academicians]. International Journal of Management Economics and Business, ICMEB17 Special Issue, 251-263.
  • Bursal, M. (2017). SPSS ile Temel Veri Analizleri [Basic Data Analysis with SPSS]. Ankara: Anı Publishing.
  • Büyüköztürk, Ş. (2012). Sosyal Bilimler için Veri Analizi El Kitabı [Manual of Data Analysis for Social Sciences]. Ankara: Pegem Academy Burdett, J. O. (1998). Forty things every manager should know about coaching. Journal Of Management Development, 17 (2), 142-152.
  • Çağlar, Ç. (2013). Okulların akademik iyimserlik düzeyinin öğretmenlerin örgütsel bağlılık üzerindeki etkisi [The relationship between academic optimism level of school and organizational commitment of teachers]. Mersin University Journal of The Faculty of Education, 9 (1), 260-273.
  • Çağlar, Ç. (2014). Okulların akademik iyimserlik düzeyleri ile değişime açıklık düzeyleri arasındaki ilişki [The relationship between academic optimism levels of schools and their levels of openness to change]. Journal of Theoretical Educational Science, 7(1), 94-113.
  • Çoban, D. & Demirtaş, H. (2011). Okulların akademik iyimserlik düzeyi ile öğretmenlerin örgütsel bağlılığı arasındaki ilişki [The relationship between the level of schools’ academic optimism and teachers’ organisational commitment]. Educational Administration: Theory and Practice, 17 (3), 317-348.
  • Dean, S. D. (2011). Collegial leadership, teacher professionalism, faculty trust: predicting teacher academic optimism in elementary schools. (Unpublished Ph.D. Thesis), The University of Alabama: The U.S.A.
  • Duncon, H. E. & Stock, M. J. (2010). Mentoring and coaching rural school leaders: What do they need? Mentoring and tutoring: Partnership in Learning, 18 (3), 293-311.
  • Eğmir, E. (2012). The effectiveness level of school administrator’s coaching characteristic on school’s being learning organization. (Unpublished master thesis), Afyon Kocatepe University Institute of Social Science, Afyonkarahisar.
  • Evered, R. D. & Selman, J. C. (1989). Coaching and the art of management. Organizational Dynamic, 18 (2), 16-32.
  • Frazier, K. L. (2016, November). Planning, implementing, and evaluating manager-as-coach planning, implementing, and evaluating manager-as-coach programs ın business: A Delphi study. (Unpublished p. Doctoral Dissertation). Pepperdine University - Graduate School of Education and Psychology, Malibu, The U.S.A.
  • Gallwey, W., Kleiman, Z. & Carrol, P. (1997). The inner game of tennis: The classic guide to the mental side of peak performance. Manhattan, The USA: Random House Publishing Group.
  • Grant, A. M. (2014). Autonomy support, relationship satisfaction and goal focus in the coach-coachee relationship: Which best predicts coaching success? Coaching: An International Journal of Theory, Research and Practice, 7 (1), 18-38.
  • Hargrove, R. (2007). The Masterful coaching field book: Grow your business, multiply your profits, win the talent war! (2. Ed.). San Francisco, The USA: Pfeiffer.
  • Hoy, W. K. & Tarter, C. J. (2011). Positive psychology and educational administration: An optimistic research agenda Educational Administration Quarterly, 47 (3), 427–445.
  • Hoy, W. K., Woolfolk, H. & Kurz, N. M. (2008). Teacher’s academic optimism: the development and test of a new construct. Teaching and Teacher Education, 24, 821–835.
  • Işık, A., A. (2017). Relationship between schools' organizational learning levels and teachers' academic optimism. (Unpublished master thesis), Uşak University Institute of Social Science, Uşak. Joyce, B. & Showers, B. (1981). Transfer of training: The contribution of coaching. Journal of Education, 163-172.
  • Kalkan, F. S. (2009). Comparision between the perceived coaching abilities of the directors working at different types of schools. (Unpublished master thesis), Yeditepe University Institute of Social Science, İstanbul.
  • Karaçam A. (2016). Academic optimism, psychological well-being and physical self-esteem as a predictor of success perceptions of physical education teachers. (Unpublished Ph.D thesis), Gazi University, Institute of Education Science, Ankara.
  • Karakuş, K., H. (2019). The relationship between coaching roles of school administrators and organizational identification levels of teachers. (Unpublished master thesis), Pamukkale University Institute of Education Science, Denizli.
  • Kışlalı, İ. (2019). Koçluk hizmeti alan çalışanların mutluluk düzeylerine ilişkin işten ayrılma niyeti ve yaşan doyumu arasındaki ilişki [The relationship between the happiness levels of coaching service takers, turnover intention and life satisfaction]. International Journal of Management Economics and Business, 15 (1), 181-202.
  • Knight, J. (2011). What good coaches do. Educational leadership, 18-22.
  • Knight, J. (2019). Instructional coaching for implementing visible learning: A model for translating research into practice. Education Science, 9 (101), 1-16.
  • Kondakçı, Y. & Kurtay, M. Z. (2013). Yönetim süreçleri, Eğitim Yönetimde Kuram ve Uygulama (Editör:Servet Özdemir) (p. 504) [Management Processes, Theory and Practice In Education Management (ed. Servet Özdemir)]. Ankara: Pegem Academy.
  • Küpeli, A. Ö. (2018, Ocak). The relationship between the coaching competency and predisposition to authentic leadership of school. (Unpublished Ph.D thesis), Çanakkale Onsekiz Mart University Institute of Education Science, Çanakkale.
  • Kürkçü, M. (2019). The relationship between class teachers' teaching authority behaviors academic performance levels and perceptions of teaching leadership. (Unpublished master thesis), Amasya University Institute of Social Sciences, Amasya.
  • Laba, K. (2011). Coaching For School Improvement: A Guide for Coaches and Their Supervisors. Lincoln, The U.S.A: Center On Innovation and Improvement. (https://www.adi.org/downloads/Coaching_for_School_Improvement.pdf).
  • Lord, P., Atkinson, M., Mitchell, H. (2008). Mentoring and coaching for professionals. A Study of the research Evidence. TDA.
  • McGuffin, A. A. & Obonyo, E. (2010). Enhancing performance: A case study of the effects of employee coaching in construction practice. Construction Management and Economics, 28 (2), 141-149.
  • McGuigan, L. & Hoy, W. K. (2006). Principal leadership: Creating a culture of academic optimism to improve achievement for all students. Leadership and Policy in Schools, 5 (3), 203-229.
  • Özoğlu, B. (2011). The effect of the coaching skills of managers on teacher performance. (Unpublished master thesis), Çanakkale Onsekiz Mart University Institute of Social Sciences, Çanakkale.
  • Öztürk, S. (2007). The comparison of coaching skills of secondary school private and public school administrators. (Unpublished master thesis), Marmara University Institute of Education Sciences, İstanbul. Passmore, J. (2010). Excellence in coaching-the industry guide (2nd Edt.). London, The United Kingdom: Kogan Page Limited.
  • Pürçek, K. I. (2015). Ankara city state school principals’ coaching behavior and correlation with elementary school teachers job satisfaction level. (Unpublished PhD thesis), Ankara University Institute of Education Sciences, Ankara.
  • Sadık, F. ve Akbulut, S.E. (2020). Okulların sosyal sermayesi ile öğretmenlerin akademik iyimserlik düzeyleri arasındaki İlişki [The relationship between the schools’ social capital and teachers’ academic optimism level]. Mediterranean Journal of Educational Research, 14(34), 396-420.https://doi.org/10.29329/mjer.2020.322.19.
  • Seçer, İ. (2013). SPSS ve LISREL ile pratik veri analizi [Practical data analysis with LISREL and SPSS]. Ankara: Anı Publishing.
  • Semizler, A. N. (2021). The relationship between teachers’ perceptions of political tactics in school and their level of school academic optimism. (Unpublished master thesis), Uşak University Institute of Education Sciences, Uşak.
  • Smith, P. A. & Hoy, W. K. (2007). Academic optimism and student achievement in urban elementary schools. Journal of Educational Administration, 45 (5), 556-568.
  • Somers, M. (2007). Coaching at work: Powering your team with awareness, responsibility and trust. Chichester, England: Jossey-Bass A Wiley Imprint.
  • Tavşancıl, E. (2019). Tutumların ölçülmesi ve SPSS ile veri analizi [Measuring attitudes and data analysis with SPSS, (Sixth Edt.)]. Ankara: Nobel Puplishing.
  • Tepe, N. (2018). An analysis of the relationship between enabling school structure academic optimism and school effectiveness. (Unpublished Ph.D thesis), Gazi University Institute of Education Sciences, Ankara.
  • Uysal, E. (2021). The relationship between the levels of the academic optimism approaches and learning school perceptions of teachers. (Unpublished master thesis), Kocaeli University Institute of Education Sciences, Kocaeli.
  • Uzun, B. E. (2014). The relationship between the values of primary school teachers and their levels of academic optimism. (Unpublished master thesis), Gazi University Institute of Education Sciences, Ankara. Valerio, A. M. & Lee, R. J. (2005). Executive coaching: a guide for Hr professional. San Francisco, The U.S.A: Pfeiffer.
  • Wagner, C. A. (2008). Academic optimism of Virginia high school teachers: Its relationship to organizational citizenship behaviors and student achievement. (Unpublishing Dissertation for the Degree of Doctor of Education). Virginia: The College of William and Mary: The U.S.A.
  • Whitmore, J. (2010). Coaching for performance: Growing human potential and purpose, The principle and practice of coaching and leadership (4. Edt). Boston, The U.S.A: Nicholas Brealey Publishing. Whitworth, L., House, K.-K., House, H.-K. & Sandahl, P. (2007). Co-active coaching: New skills for coaching people toward success in work and life (2. Ed.). California, The U.S.A: Davies-Black Publishing.
  • Williamson, R. (2012). Coaching teachers: An important principle role. Education Partnerships, INC. Research Into Practice (https://files.eric.ed.gov/fulltext/ED538322.pdf).
  • Yalçın, S. (2013). The relationships of primary school teachers' burnout levels to perceived stress, psychological hardiness and academic optimism. (Unpublished master thesis), Gazi University Institute of Education Sciences, Ankara.
  • Yılmaz, E. & Kurşun, A. T. (2015). Okul müdürlerinin öğretimsel liderlik davranışları ile öğretmenlerin akademik iyimserlik düzeyleri arasındaki ilişki [The relationship between school principals’ instructional leadership behaviors and teachers’ academic optimism level]. Journal of Contemporary Administrative Science, 1(1), 35-48.
  • Yılmaz, E. & Yıldırım, A. (2017). Öğretmenlerin akademik iyimserlik düzeylerininbazı değişkenler açısından incelenmesi [Study of the academic optimism levels of the teachers in terms of certain variables]. Journal of Human Sciences, 14(2), 1215-1224.
  • Yirci, R., Özdemir, T. Y., Kartal, S. E., & Kocabaş, İ. (2014). Teachers' perception regarding school principals' coaching skills. School Leadership & Management, 34 (5), 454-469.
Toplam 60 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Kerim Aymaz 0000-0001-5237-511X

Aynur B.bostancı 0000-0002-7927-6063

Erken Görünüm Tarihi 6 Temmuz 2023
Yayımlanma Tarihi 11 Temmuz 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 12 Sayı: 3

Kaynak Göster

APA Aymaz, K., & B.bostancı, A. (2023). Examination of The Relationship Between School Administrator’ Coaching Behaviour and Academic Optimism Of Schools. Bartın University Journal of Faculty of Education, 12(3), 618-633. https://doi.org/10.14686/buefad.1127010
 Kapak Resmi İndir
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