{"title":"领导动机在教师的领导自我效能感与成为校长的愿望之间的中介作用","authors":"Gökhan Arastaman, Tuncer Fidan, Pınar Ayyıldız","doi":"10.15390/eb.2023.12225","DOIUrl":null,"url":null,"abstract":"It is substantial to reveal how candidates for school leadership emerge and which factors have impacts of direct and indirect sort on the said process. This study investigated the relationship between leadership self-efficacy and desire to become a school principal and the mediating effect of motivation-to-lead in this relationship. Individual and environmental variables were also included in the study as control variables. In the study, the cross-sectional prediction design was utilized. Structural equation modeling was used in the analysis of data collected from 386 high school teachers working in Ankara, Türkiye. The findings exhibited that gender and administrative experience had a significant effect on the desire to become a principal. The restrictive institutional environment had no significant effect on the desire to become a principal; howbeit, role ambiguity had a negative effect, whereas leadership prototypes had a positive effect. According to the main finding of the study, leadership self-efficacy affected the desire to become a principal through motivation-to-lead. Based on the findings of the study, applying positive discrimination to female teachers to encourage them on school principalship, integrating the activities in the job descriptions of school principals in the in-service training programs of teachers, developing mechanisms enabling teachers to participate in administrative tasks, granting school principals a separate legal status independent from those of teachers, making holding a graduate degree in educational sciences among the basic criteria for the selection of school principals, and designing the content of the educational administration certificate programs in a way to cover predominantly leadership issues were recommended.","PeriodicalId":47058,"journal":{"name":"Egitim Ve Bilim-Education and Science","volume":null,"pages":null},"PeriodicalIF":0.5000,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Öğretmenlerin Liderlik Özyeterliği ile Okul Müdürü Olma İstekleri Arasındaki İlişkide Liderlik Etme Motivasyonun Aracılık Rolü\",\"authors\":\"Gökhan Arastaman, Tuncer Fidan, Pınar Ayyıldız\",\"doi\":\"10.15390/eb.2023.12225\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"It is substantial to reveal how candidates for school leadership emerge and which factors have impacts of direct and indirect sort on the said process. This study investigated the relationship between leadership self-efficacy and desire to become a school principal and the mediating effect of motivation-to-lead in this relationship. Individual and environmental variables were also included in the study as control variables. In the study, the cross-sectional prediction design was utilized. Structural equation modeling was used in the analysis of data collected from 386 high school teachers working in Ankara, Türkiye. The findings exhibited that gender and administrative experience had a significant effect on the desire to become a principal. The restrictive institutional environment had no significant effect on the desire to become a principal; howbeit, role ambiguity had a negative effect, whereas leadership prototypes had a positive effect. According to the main finding of the study, leadership self-efficacy affected the desire to become a principal through motivation-to-lead. Based on the findings of the study, applying positive discrimination to female teachers to encourage them on school principalship, integrating the activities in the job descriptions of school principals in the in-service training programs of teachers, developing mechanisms enabling teachers to participate in administrative tasks, granting school principals a separate legal status independent from those of teachers, making holding a graduate degree in educational sciences among the basic criteria for the selection of school principals, and designing the content of the educational administration certificate programs in a way to cover predominantly leadership issues were recommended.\",\"PeriodicalId\":47058,\"journal\":{\"name\":\"Egitim Ve Bilim-Education and Science\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.5000,\"publicationDate\":\"2023-10-20\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Egitim Ve Bilim-Education and Science\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.15390/eb.2023.12225\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Egitim Ve Bilim-Education and Science","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.15390/eb.2023.12225","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Öğretmenlerin Liderlik Özyeterliği ile Okul Müdürü Olma İstekleri Arasındaki İlişkide Liderlik Etme Motivasyonun Aracılık Rolü
It is substantial to reveal how candidates for school leadership emerge and which factors have impacts of direct and indirect sort on the said process. This study investigated the relationship between leadership self-efficacy and desire to become a school principal and the mediating effect of motivation-to-lead in this relationship. Individual and environmental variables were also included in the study as control variables. In the study, the cross-sectional prediction design was utilized. Structural equation modeling was used in the analysis of data collected from 386 high school teachers working in Ankara, Türkiye. The findings exhibited that gender and administrative experience had a significant effect on the desire to become a principal. The restrictive institutional environment had no significant effect on the desire to become a principal; howbeit, role ambiguity had a negative effect, whereas leadership prototypes had a positive effect. According to the main finding of the study, leadership self-efficacy affected the desire to become a principal through motivation-to-lead. Based on the findings of the study, applying positive discrimination to female teachers to encourage them on school principalship, integrating the activities in the job descriptions of school principals in the in-service training programs of teachers, developing mechanisms enabling teachers to participate in administrative tasks, granting school principals a separate legal status independent from those of teachers, making holding a graduate degree in educational sciences among the basic criteria for the selection of school principals, and designing the content of the educational administration certificate programs in a way to cover predominantly leadership issues were recommended.
期刊介绍:
Educación y Ciencia en el foco de publicación en línea con los objetivos; - Contribuyendo a la profesionalización de los docentes, - Un puente entre la teoría y la práctica, que proporciona una contribución directa a la práctica escolar y en el aula. - Ofreciendo una visión holística del ecosistema escolar, - Evaluar tanto los problemas educativos locales y actuales de Turquía se encuentra en sus propios estudios privados que examinan tanto la comparación internacional. Además, los siguientes estudios están cubiertos por la publicación de Educación y Ciencia. - Los estudios que examinan los problemas básicos y aplicaciones de la educación en preescolar, educación primaria y secundaria. - Esfuerzos para mejorar las competencias y estrategias educativas de profesores activos y otros profesionales - Todo tipo de estrategias y prácticas innovadoras de formación de docentes con el objetivo de hacer que los docentes candidatos sean docentes más calificados, examinar los modelos de formación docente y limitar la muestra al área de enseñanza relacionada - Metanálisis, análisis de contenido, análisis de perfil con grandes grupos de investigación o muestras - Todo tipo de actividades que pueden afectar el desarrollo individual, educativo, de carrera y social de los estudiantes en los niveles preescolar, elemental, intermedio y secundario. - Estudios que desarrollan y evalúan un nuevo modelo educativo, aunque teóricamente - Estudios que promuevan y apoyen la participación familiar en la educación. - Estudios multidisciplinares y estudios interdisciplinarios. - Estudios donde las herramientas de medición educativa son desarrolladas y probadas para su utilidad al mismo tiempo. - Estudios de integración tecnológica para ayudar a desarrollar aplicaciones educativas.