ERG SES H 05, Leadership and Education
Leadership means having the ability to efficiently and effectively guide an individual or group of individuals through one or more missions (Johnson, 2009). Due to the teachers are the most impotant implementers of training and teaching activities, teachers’ leadership styles and the kind of teaching method used by teachers inside classroom directly affect students’ quality and their academic attitudes. According to McGregor, thoughts of leaders about human behaviours can be separated into two opposite approaches called X and Y theory. It’s thought that the teachers who evaluate their students in accordance with X theory are autocratic and the teachers who evaluate their students in accordance with Y theory are democratic (Deniz and Hasançebioğlu, 2003). Autocratic teachers give orders to their students and expect them to obey the rules. On the other side democratic teachers encourage their students to participate in the process of making decision (Koontz, 1983). Teachers’ behaviours inside classroom divide into two groups as teacher-centered and student-centered teaching method (Büyüköztürk, Kılıç, Karadeniz and Karataş, 2004). While teacher-centered teaching method can be explained as conveying information from teacher to student (Hara, 1995), Jonassen (2000) define the student-centered teaching method as students’ determination their learning objectives and the sources that provides access to these objectives.
Purpose of The Study
The purpose of this study is to investigate the relationship between teachers’ leadership styles and teachers’ behaviours within classroom.
In accordance with the general objective of the study the sub-problems below are developped.
1. What is the level of teachers’ leadership styles?
2. Do personal traits of teachers like seniority, gender, marital status, being branch or classroom teacher and the grade of the school that teachers work at have a significant effect over teachers’ leadership styles?
3. What is the level of teachers’ behaviours within classroom?
4. Do personal traits of teachers like seniority, gender, marital status, being branch or classroom teacher and the grade of the school that teachers work at have a significant effect over teachers’ behaviours within classroom?
5. Is there a relationship between teachers’ leadership styles and teachers’ behaviours within classroom?
The Significance of The Study
It’s thought that leaders’ assumptions concerning people behaviours are one of the most important componants that determines leaders’ behaviours. Therefore, how teachers perceive the students while they display their leadership styles is so prominent (Deniz and Hasançebioğlu, 2003). Besides, the significant role of teachers’ behaviours within classroom is obvious in order to grow up generations who search and discover information, infer results from it and construct it through interaction with the environment. (Büyüköztürk, Kılıç, Karadeniz and Karataş, 2004). Because of the reasons above it’s thought that teachers’ leadership styles and teachers’ behaviours within classroom have an important role related to the target change over students’ quality that are the product of education system so investigation of teachers’ leadership styles and teachers’ behaviours within classroom and emergence of the current situation will be useful in terms of teacher, student and education system.
1. Büyüköztürk, Ş; Kılıç, E; Karadeniz, Ş. ve Karataş, S. (2004). Development of teacher behaviors within classroom scale: validity and reliability analysis. Education Administration in Theory and Practice. Volume.38, p:212-229. 2. Deniz, L. ve Hasançebioglu, T. (2003). A scale development study towards teacher leadershıp styles. Marmara Universitiy. Education Sciences Magazine of Atatürk Education Faculty. 17, p:55-62. 3. Hara, K. (1995). Teacher centered and child centered pedagogical approaches in teaching children's literature. Education 115 (3). 332-338. 4. Koontz H (1983). Management.. New York: McGraw Hill International Books. 5. Johnson, B.K. (2009). Leadership certificate portfolio. Wartburg College Psychology, Leadership. 6. Jonassen, D. H. (2000). Revisiting activity theory as a framework for designing student-centered learning environments. In D. H. Jonassen & S. M. Land (Eds.), Theoritical foundations of learning environments. 89-121. Mahwah, New Jersey: Lawrence Erlbaum Associates.
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