We found a match
Your institution may have rights to this item. Sign in to continue.
- Title
Okul Yöneticilerinin Öğrenme Merkezli Liderliği ile Program Okuryazarlığı Arasındaki İlişki.
- Authors
KALKAN ÇELİK, Canan; SEZGİN, Ferudun
- Abstract
The purpose of this study was to determine the relationship between school administrators' learning-centered leadership and curriculum literacy. Quantitative and correlational research model were used in the research. A total of 239 school administrators employed in Ankara participated in the study. 'Learning-Centered Leadership Scale' and the 'Curriculum Literacy Level Scale' were used to obtain the data. Descriptive statistics, independent samples t-test, Pearson product-moment correlation coefficient, and multiple linear regression analysis were used to analyze the data. As a result of the research, it has defined that school administrators' perceptions of learning-centered leadership and curriculum literacy are at a high level. While the perceptions of the participants about the variables do not show a significant difference according to gender, the level of education they serve and the institution variables; they differ significantly according to the type of task. Results revealed that school administrators' learning-centered leadership was positively correlated with their perceptions of curriculum literacy. Regression analyses showed that building a learning vision and providing learning support which are sub-dimensions of learning-centered leadership were predicted by the curriculum management skills and attitude sub-dimensions of curriculum literacy. It was determined that managing the learning program and being a model dimension of learning-centered leadership were predicted only by the attitude dimension of curriculum literacy. Based on the findings of this study, it is recommended that necessary budget should be provided for the principals to reward teachers' professional development and to increase their rewarding powers. School principals and teachers are recommended to attend professional trainings that enable current information about curriculum and increase their curriculum literacy. In addition, school principals are recommended to show distributed leadership characteristics and share their authority with the assistant principals and teachers.
- Subjects
TEACHER development; PEARSON correlation (Statistics); TEACHERS; MULTIPLE regression analysis; SCHOOL administrators; TEACHER leadership
- Publication
Gazi University Journal of Gazi Educational Faculty (GUJGEF), 2022, Vol 42, Issue 3, p2757
- ISSN
1301-9058
- Publication type
Article
- DOI
10.17152/gefad.1195952