Öğretmenlerin liderlik stilleri, bilgisayar tutumları ve aralarındaki ilişkilerin incelenmesi
Teachers leadership styles, attitudes towards computers and the relationship between them
- Tez No: 110856
- Danışmanlar: YRD. DOÇ. DR. LEVENT DENİZ
- Tez Türü: Yüksek Lisans
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Bilgisayar kullanımı, Bilgisayarlar, Eğitim yönetimi, Liderlik, Liderlik modelleri, Ölçekler, Öğretmen davranışı, Öğretmenler, Computer usage, Computers, Educational administration, Leadership, Leadership models, Scales, Teacher behavior, Teachers
- Yıl: 2002
- Dil: Türkçe
- Üniversite: Marmara Üniversitesi
- Enstitü: Eğitim Bilimleri Enstitüsü
- Ana Bilim Dalı: Eğitim Bilimleri Ana Bilim Dalı
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: Belirtilmemiş.
Özet
Özet yok.
Özet (Çeviri)
SUMMARY The notion of leadership comes forth in the contemporary business life. The effects caused by the forthcoming of leadership notion in the contemparary business life can also be seen in the schools. The most efficient way of evaluating these effects is to look at the definition of leadership which has changed recently. Beforehand the school administrators were the ones qualified as the leaders, yet now it has been comprehensed that any school teacher is the leader of his/her class at the same time. Largely use of computers is another issue which tends to be a part of our lives as much as the leadership notion. Being one of the most important tools of this century, computers has also started to be used in schools. The technological improvement in computer science, contributes with teh nature and practice of education. The aim of this research is held to state teachers' lesdership styles, attitudes towards computers and the relationship between the regarded topics. Related approaches have also been covered by secondary aims such as to determine whether any changes occur in teachers' leadership styles and attitudes towards computers in respect of gender, age branch and seniority. In addition to this, the changes in attitudes towards computer adequacy and ownership has been examined. Aiming to examine teachers' leadership styles, Teacher Leadership Style Scale (TLSS) has been developed based on McGregor's X-Y Theory. The grading of TLSS is as the following: the points between 17 and 64 signifies that teachers' leadership style is autocratic, 65 and 76 is semi democratic and 77 and 85 is democratic. The statistical operations for validity and reliability were used in the development of TLSS. In order to provide content validity, related literarture and specialized opinions were utilized. In addition, item corelation was used for TLSS. The results of the item remainder analysis, 17 statements of 30 statements (at least 0,40 in item remainder was accepted as a must) were statistically significant (p<0,01). iiThe reliability studies of TLSS included split half test tecniques. Using half split test techiniques, the internal consistency of TLSS were calculated by using Cronbach a. According to the scale which was reduced to 17 statements, the internal consistency of TLSS was found a.=0,88. In order to examine teachers' attitudes towards computers, Computer Attitude Scale-Marmara (CAS-M) (Deniz, 1994) has been used. CAS-M consists of 42 statements and 3 sub scales (Computer Interest, Computer Anxiety and the Use of Computers In Teaching/Learning Process) and it is valid and reliable. The population of this research consists of teachers working in Balikesir high schools. The sample is 13 state high schools in the centrum of the city. The data collected via these scales was analyzed by using one tail variance analysis,“t”test, Pearson product moment correlation“r”. Teachers' leadership styles were found semi-democratic and no gender differences were found in leadership styles. In order to find the relationship between leadersip styles and age, no statistically significant relationship has been found. By using variance analysis, the changes in teachers' leadership styles due to age and branch were calculated and no statistically significant differences were found. By using variance analysis, the changes in teachers' leadership styles due to seniority were calculated and statistically significant difference was found. The following procedure was the application of LSD test in order to work out the group average from which this difference came from. The result of LSD was that, teachers working for 6-10 years had more democratic leadership styles than the teachers working for either 1-5, 16-20 or more than 20 years. mTeachers' attitudes towards computers were found average and it has been found that male teachers' attitudes towards computers are more favorable than female teachers' attitudes towards computers according to CAS-M and its sub scales. In order to find the relationship between attitudes towards computers and age, statistically significant difference was found in CAS-M, computer interest and use of computers in teaching/learning process sub scales, but no statistically significant difference was found in computer anxiety. By using variance analysis, the changes in the attitudes towards computers due to age were calculated and statistically significant difference was found. The results of variance analysis were the same as the former one. The following procedure was the application of LSD test in order to work out the group average from which these differences came from. The result of LSD was that, the younger teachers' general attitudes towards computers, computer interest and attitudes towards the use of computers in teaching/learnig process were more affirmative than the elder teachers. By using variance analysis, the changes in teachers' attitudes towards computers due to branch were calculated for CAS-M and its subscales and no statistically significant differences were found. By using variance analysis, the changes in teachers' attitudes towards computers due to seniority were calculated and statistically significant difference was found for CAS-M, computer interest and use of computers in teaching /learning process, but no statistically significant difference was found for computer anxiety sub scale. The following procedure was the application of LSD test in order to work out the group average from which these differences came from. The result of LSD was that, teachers working for 6-10 years had more affirmative attitudes towards computers and computer interest tha the other seniority groups and teachers working for 1-5 years had more affirmative attitudes towards the use of computers in teaching/learning process than the other seniority groups. IVIn order to find attitudes towards computers due to computer ownership, t test was applied to CAS-M and its subscales and statistically significant differences were found. Teachers who own computers have more affirmative attitudes to computers than teachers who don't have computers. By using variance analysis, changes in attitudes towards computers due to computer adequacy were calculated in CAS-M and its sub scales and statistically differences were found. The following procedure was the application of LSD test in order to work out the group average from which the difference came from. The result of LSD was that teachers who are more adequate were more affirmative attitudes towards computers than the teachers who are less adequate. As a conclusion, the relationship between teachers' leadership styles and attitudes towards computers were examined and it has been found that teachers who have democratic leadership styles had more affirmative attitudes towards computers than teachers who have autocratic leadership styles. On the basis of these findings, the following major recommendations were made: 1- In the literature review, only a few researches which elaborate on teachers' leadership styles, attitudes toward computers and relationships between them were to be found. Further researches were recommended in this area. 2- In the lietrature review, any scales for teachers' leadership styles were found. New teacher leadership styles scales must be developed. 3- The school administrators have crucial duties in order to improve teachers' attitudes towards computers in an affirmative way. The administrators should work in advance to obtain the required environment for teachers to improve their computer adequacy.
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