学校管理者与教师对管理者教学领导行为水平看法的元分析

Necdet Konan, Aslı AĞIROĞLU BAKIR
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引用次数: 0

摘要

本研究旨在运用元分析方法,确定学校管理者和教师观点对管理者教学领导行为水平的效应大小。主要数据来源是2000年至2019年期间的硕士和博士论文,这些论文使用土耳其语或英语。在460项研究中,有37项被纳入了荟萃分析。计算每个研究的效应大小、方差和组间比较。“漏斗图”和“Orwin’s Fail-Safe N”方法用于检验发表偏倚。经分析,Q统计量为Q = 172,902, I2计算为79%。根据随机效应模型计算的效应量为0.40,有利于学校管理者[0.27;0.50],呈阳性且具有统计学意义。这个效应量值(ES = 0.40)意味着学校管理者对学校管理者教学领导的看法比教师的看法更积极。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A Meta-analysis: School Administrators’ and Teachers’ Views on The Level of Administrators' Instructional Leadership Behaviours
This study aims to define the effect size of school administrators' and teachers' views on the level of administrators’ instructional leadership behaviors by meta-analysis method. The main data source is master and doctorate dissertations, conducted between 2000-2019, which are in Turkish or English. As a result of scanning out of 460 studies, 37 are included in the meta-analysis. The effect size, variances, and comparison of the groups for each study are calculated. “Funnel plot” and “Orwin’s Fail-Safe N” methods are used to test publication bias. As a result of the analyses, Q-statistic is Q = 172,902, and I2 is calculated as 79 %. The effect size calculated according to the random effects model is 0, 40 in favor of the school administrators [0.27; 0.50], positive and statistically significant. This effect size value (ES = 0.40) means that the school administrators’ views on school administrators’ instructional leadership are more positive than teachers’ views.
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