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Sınıf-içi Öğretmen Liderliği ve Öğrenen Özerkliği İlişkisi: İngilizcenin Yabancı Dil Olarak Öğretildiği Sınıflar Örneği

Year 2019, Volume: 8 Issue: 3, 752 - 770, 23.09.2019

Didem Erdel , Mehmet Takkaç

Abstract

Öğrenen ve öğrenme merkezli yaklaşımlar dil
eğitiminde bir süredir ön planda olmakla birlikte, bu süreçte öğretmen
rollerinin tamamen etkisiz kaldığını iddia etmek pek mümkün değildir. Bunun tam
aksine, öğretmenlerin öğrencilere destek olması, rehberlik yapması ve öğrenmeyi
kolaylaştırması öğrenen özerkliği ve öz düzenleme gibi öğrenci becerilerinin
geliştirilmesinde büyük öneme sahip olmuştur. Bu çalışmada, Türkiye’de
İngilizcenin yabancı dil olarak öğretildiği sınıflarda yazma (writing) dersini
veren öğretim elemanlarının sınıf liderliği stilleri ile bu öğretim
elemanlarının öğrencilerinin özerk öğrenme becerileri arasındaki ilişkiyi
belirlemek amaçlanmıştır. Öğretmenlerin liderlik stillerinin belirlenmesinde
kuramsal çerçeve olarak Tam Kapsamlı Liderlik (TKL) Modeli temel alınmıştır.
Araştırma deseni olarak ilişkisel tarama modeli kullanılmış, Sınıf Liderliği
Ölçeği ve Özerk Öğrenme Ölçeğinden oluşan bir anket aracılığıyla çalışma verileri
toplanmıştır. Anket, Türkiye’deki bir devlet üniversitesinde İngiliz Dili
Eğitimi ve İngiliz Dili ve Edebiyatı Bölümlerinde İngilizce yazma dersini alan
toplam 305 öğrenciye uygulanmıştır. Toplanan nicel veriler, SPSS programı
üzerinden çıkarımsal istatistiki analizlere tabi tutulmuştur. Çalışmanın
sonuçları, öğretmenlerin dönüşümcü ve aktif etkileşimci liderlik özelliklerinin,
öğrencilerin öğrenen özerkliği ile anlamlı bir şekilde ilişkili olduğunu ve
dolayısıyla, bu liderlik özelliklerini sergileyen öğretmenlerin öğrencilerinin İngilizceyi
yabancı dil olarak öğrenmede daha özerk olduğunu göstermiştir. 

Keywords

Sınıf içi öğretmen liderliği yabancı dil olarak İngilizce sınıfları tam kapsamlı liderlik dönüşümcü liderlik öğrenen özerkliği

References

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  • Avolio, B. J., & Bass, B. M. (1991). The full range leadership development programs: Basic and advanced manuals. Binghamton, NY: Bass, Avolio & Associates.
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  • Harrison, J. L. (2013). The effects of instructor transformational leadership and verbal immediacy on learner autonomy and creativity in online contexts (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses Global. (UMI No. 3570899)
  • Holec, H. (1981). Autonomy in foreign language learning. Oxford: Pergamon Press.
  • Illés, E. (2012). Learner autonomy revisited. ELT Journal, 66(4), 505-513. doi: 10.1093/elt/ccs044
  • John-Steiner, V., & Mahn, H. (1996). Sociocultural approaches to learning and development: a Vygotskian framework. Educational Psychologist, 31(3/4), 191-206. Retrieved from https://www.tlu.ee/~kpata/haridustehnoloogiaTLU/sociocultural.pdf
  • Kayı-Aydar, H. (2013). Scaffolding language learning in an academic ESL classroom. ELT Journal, 67 (3), 324-335. doi: 10.1093/elt/cct016
  • Koh, C. H., & Tan, T. M. (1997). Empirical investigation of the factors affecting SET results. International Journal of Educational Management, 11(4), 170-178. doi: 10.1108/095135549710186272
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The Relationship Between Teacher Classroom Leadership and Learner Autonomy: The Case of EFL Classrooms

Year 2019, Volume: 8 Issue: 3, 752 - 770, 23.09.2019

Didem Erdel , Mehmet Takkaç

Abstract

Learner- and
learning-centered approaches have prevailed in language education for a while
yet it is fallacious to claim that the roles of teachers have been totally
inactivated. Quite the contrary, teacher support, guidance and facilitation
have turned out to be of capital importance in the development of such learner
skills as autonomy and self-regulation. This study sought to identify the
relationship between classroom leadership styles of Turkish EFL writing
instructors and the autonomous learning skills of their students. The Full
Range Leadership (FRL) Model was the theoretical framework on which the
determination of instructors’ leadership styles was grounded. Correlational
survey was adopted as the research design, through which research data were collected
via a questionnaire consisting of two independent scales, Classroom Leadership
Instrument and Autonomous Learning Scale. The questionnaire was administered to
305 students from English Language Teaching and English Language and Literature
Departments at a Turkish state university. Research data were analyzed through
inferential statistical tests on SPSS. The results of the study revealed that
transformational and active transactional leadership styles of instructors
significantly correlated with learner autonomy and hence, it was inferred that
the students of those instructors displaying such leadership characteristics
appeared to be more autonomous in EFL learning.

Keywords

In-class teacher leadership EFL classrooms full range leadership transformational leadership learner autonomy

References

  • Antonakis, J., & House, R. J. (2002). The full-range leadership theory: The way forward. In B. J. Avolio & F. J. Yammarino (Eds.), Transformational and charismatic leadership: the road ahead (pp. 3-34). Amsterdam: JAI.
  • Avolio, B. J., & Bass, B. M. (1991). The full range leadership development programs: Basic and advanced manuals. Binghamton, NY: Bass, Avolio & Associates.
  • Avolio, B. J., & Bass, B. M. (2002). Developing potentials across a full-range of leadership. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Baba, V., & Ace, M. E. (1989). Serendipity in leadership: initiating structure and consideration in the classroom. Human Relations, 42(6), 509-525. doi: 10.1177/001872678904200603
  • Balwant, P. T. (2016). Transformational instructor-leadership in higher education teaching: a meta-analytic review and research agenda. Journal of Leadership Studies, 9(4), 20-42. doi: 10.1002/jls.21423
  • Balwant, P. T., Stephen, U., & Birdi, K. (2014, January). Practice what you preach: Instructors as transformational leaders in higher education classrooms. Paper presented at the 74th annual meeting of the Academy of Management, Philadelphia, US. Bass, B. M. (1985). Leadership and performance beyond expectations. New York: Free Press.
  • Bass, B. M. (1999). Two decades of research and development in transformational leadership. European Journal of Work and Organizational Psychology, 8(1), 9-32. Retrieved from https://pdfs.semanticscholar.org/5cae/a17127da453f21562b01d0710898ba01cf19.pdf
  • Bass, B. M., & Avolio, B. J. (1994). Improving organizational effectiveness through transformational leadership. Thousand Oaks, CA: Sage Publications.
  • Bass, B. M., & Avolio, B. J. (2000). MLQ Multifactor leadership questionnaire. Redwood City: Mind Garden.
  • Bass, B. M., & Riggio, R. E. (2006) Transformational leadership (2nd Ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Benson, P. (2007). Autonomy in language teaching and learning. Language Teaching, 40, 21-40. doi: 10.1017/S0261444806003958
  • Benson, P. (2011). Teaching and researching autonomy (2nd edition). London, England: Pearson Education.
  • Benson, P. (2013). Learner autonomy. TESOL Quarterly, 47(4), 839-843. doi: 10.1002/tesq.134
  • Benson, P., & Voller, P. (1997). Autonomy and Independence in Language Learning. London: Longman.
  • Bolkan, S., & Goodboy, A. (2009). Transformational leadership in the classroom: fostering student learning, student participation, and teacher credibility. Journal of Instructional Psychology, 36(4), 296-306. Retrieved from https://eric.ed.gov/?id=EJ952280
  • Bolkan, S., & Goodboy, A. (2010). Transformational leadership in the classroom: The development and validation of the student intellectual stimulation scale. Communication Reports, 23(2), 91-105. doi: 10.1080/08934215.2010.511399
  • Boyd, B. L. (2009). Using a case study to develop the transformational teaching theory. Journal of Leadership Education, 7 (6), 50-59. Retrieved from https://eric.ed.gov/?id=EJ1135754
  • Breevaart, K., Bakker, A., Hetland, J., Demerouti, E., Olsen, O. K., & Espevik, R. (2014). Daily transactional and transformational leadership and daily employee engagement. Journal of Occupational and Organizational Psychology, 87, 138-157. doi: 10.1111/joop.12041
  • Brown, H. D. (2007). Principles of language learning and teaching (5th Ed.). White Plains, NY: Pearson Education.
  • Bruner, J. S. (1978). Learning how to do things with words. In J. S. Bruner & R. A. Garton (Eds.). Human growth and development (pp. 62-84). Oxford: Clarendon Press.
  • Can, N. (2014). Öğretmen liderliği (4th Ed.). Ankara: Pegem Akademi.
  • Chan, V. (2003). Autonomous language learning: The teachers’ perspectives. Teaching in Higher Education, 8(1), 33-54, doi: 10.1080/1356251032000052311
  • Cheng, Y. C. (1994). Teacher leadership style: a classroom-level study. Journal of Educational Administration 32(3), 54–71. doi: 10.1108/09578239410063111
  • Chory, R. M., & McCroskey, J. C. (1999). The relationship between teacher management communication style and affective learning. Communication Quarterly, 47(1), 1-11. doi: 10.1080/01463379909370120
  • Cotterall, S. (2000). Promoting learner autonomy through curriculum: Principles for designing language courses. ELT Journal, 54(2), 109-117. doi: 10.1093/elt/54.2.109 Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3), 297-334. doi: 10.1007/BF02310555
  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum Press.
  • Den Brok, P. J. (2001). Teaching and student outcomes: a study on teachers’ thoughts and actions from an interpersonal and a learning activities perspective. Utrecht: W. C. C. Retrieved from https://pure.tue.nl/ws/files/1745550/Metis211815.pdf
  • Dickinson, L. (1995). Autonomy and motivation: a literature review. System, 23(2), 165-174. doi: 10.1016/0346-251X(95)00005-5
  • Dinçer, A. (2014). Antecedents and outcomes of self-determined engagement in Turkish EFL classrooms: a mixed methods approach (Doctoral dissertation). Retrieved from https://tez.yok.gov.tr (Dissertation no: 366530)
  • Dörnyei, Z., & Murphey, T. (2009). Group dynamics in the language classroom (4th Ed.). Cambridge: Cambridge University Press.
  • Farrell, T. S. C. (2015). Reflecting on teacher-student relations in TESOL. ELT Journal, 69 (1), 26-34. doi: 10.1093/elt/ccu033
  • Gai, L. (2005). The influence of teacher-student relationships on English teaching effectiveness: perceptions of students in a Chinese university (MSc thesis). University of Windsor, Canada.
  • Galland, C. (2008). Effective teacher leadership: a quantitative study of the relationship between school structures and effective teacher leaders. (Doctoral dissertation) Retrieved from https://mospace.umsystem.edu/xmlui/bitstream/handle/10355/5605/research.pdf?sequence=3&isAllowed=y
  • Gilbert, M., Dagenais-Desmarais, V., & St-Hilaire, F. (2017). Transformational leadership and autonomy support management behaviors: the role of specificity in predicting employees’ psychological health. Leadership and Organization Development Journal, 38(2), 320-332. doi: 10.1108/LODJ-08-2015-0173
  • Gözükara, I., & Şimşek Ö. F. (2015). Linking transformational leadership to work engagement and mediator effect of job autonomy: a study in a Turkish private non-profit university. Procedia-Social and Behavioral Sciences, 195, 963-971. doi: 10.1016/j.sbspro.2015.06.274
  • Harrison, J. L. (2013). The effects of instructor transformational leadership and verbal immediacy on learner autonomy and creativity in online contexts (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses Global. (UMI No. 3570899)
  • Holec, H. (1981). Autonomy in foreign language learning. Oxford: Pergamon Press.
  • Illés, E. (2012). Learner autonomy revisited. ELT Journal, 66(4), 505-513. doi: 10.1093/elt/ccs044
  • John-Steiner, V., & Mahn, H. (1996). Sociocultural approaches to learning and development: a Vygotskian framework. Educational Psychologist, 31(3/4), 191-206. Retrieved from https://www.tlu.ee/~kpata/haridustehnoloogiaTLU/sociocultural.pdf
  • Kayı-Aydar, H. (2013). Scaffolding language learning in an academic ESL classroom. ELT Journal, 67 (3), 324-335. doi: 10.1093/elt/cct016
  • Koh, C. H., & Tan, T. M. (1997). Empirical investigation of the factors affecting SET results. International Journal of Educational Management, 11(4), 170-178. doi: 10.1108/095135549710186272
  • Koh, S. E. (2008). Leadership and management skills of preservice teachers. (Doctoral dissertation) Retrieved from ProQuest Dissertations & Theses Global. (UMI No. 3308408)
  • Kovjanic, S., Schuh, S. C., Jonas, K., van Quaquebeke, N., & van Dick, R. (2012). How do transformational leaders foster positive employee outcomes? A self-determination-based analysis of employees’ needs as mediating links. Journal of Organizational Behavior, 33, 1031-1052. doi: 10.1002/job.1771
  • Lee, I. (1998). Supporting greater autonomy in language learning. ELT Journal, 52(4), 282-290. doi: 10.1093/elt/52.4.282
  • Lee, I. (2014). Revisiting teacher feedback in EFL writing from sociocultural perspectives. TESOL Quarterly, 48(1), 201-213.doi: 10.1002/tesq.153
  • Little, D. (1991). Learner autonomy: Definitions, issues and problems. Dublin, Ireland: Authentik.
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There are 72 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Didem Erdel 0000-0002-3923-4934

Mehmet Takkaç

Publication Date September 23, 2019
Published in Issue Year 2019Volume: 8 Issue: 3

Cite

APA Erdel, D., & Takkaç, M. (2019). The Relationship Between Teacher Classroom Leadership and Learner Autonomy: The Case of EFL Classrooms. Cumhuriyet Uluslararası Eğitim Dergisi, 8(3), 752-770.
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