The Relationship Between Teacher Classroom Leadership and Learner Autonomy: The Case of EFL Classrooms

Didem Erdel; Mehmet Takkaç

TR EN

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

Öz

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.

Anahtar Kelimeler

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

The Relationship Between Teacher Classroom Leadership and Learner Autonomy: The Case of EFL Classrooms

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

Kaynakça

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Ayrıntılar

Birincil Dil

İngilizce

Konular

-

Bölüm

Araştırma Makalesi

Yazarlar

Didem Erdel ^*
0000-0002-3923-4934
Türkiye

Mehmet Takkaç
Türkiye

Yayımlanma Tarihi

23 Eylül 2019

Gönderilme Tarihi

4 Nisan 2019

Kabul Tarihi

29 Temmuz 2019

Yayımlandığı Sayı

Yıl 2019 Cilt: 8 Sayı: 3

IZ

https://izlik.org/JA43YS89TF

Kaynak Göster

RIS / Bibtex

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. https://izlik.org/JA43YS89TF