Ankara ili devlet ilköğretim okul müdürlerinin koçluk davranışı ve öğretmenlerin iş doyumu düzeyleri ile ilişkisi
Özet
In this research, the aim was to examine the relationship between the coaching behaviour displayed by the school principals of Ankara City central districts and the class teachers' level of professional satisfaction. In the survey model, coaching behaviour displayed by the school principals were measured via the Coaching Behaviours İnstrument developed by researcher. Job satisfaction of the school teachers were assessed depending on their own perceptions via the job satisfaction scale developed by Balcı. Data was collected from 220 primary school principals and 381 teachers which were selected randomly. Within the scope of the analysis of quantitative data via the SPSS package program; descriptive statistics such as arithmetic mean and standard deviation and inferenhal statistics such as t-test and variance analysis were used. As per the research results, the views of the school principles pertaining to their coaching behaviours differ depending on their ages, whereas they show no difference in terms of the gender, service period in the related school and the total professional service period. On the other hand, the views of teachers pertaining to the coaching behaviours displayed by the school principles differ depending on their ages, gender, service period in the related school and the total professional service period. School principals stated that they displayed coaching behaviours mostly during the communicative dimension, whereas they displayed these behaviours the least during the status determination phase. It was also revealed that the teachers observed the coaching behaviours of school principals more frequently both when they were at the beginning of the profession and were close to retirement in all three of the communication, status determination and development phases. As a response to the qualitative question aiming to reveal the activities to be conducted by the principals for enabling the development of the teachers, principals termed the most significant behaviour to be conducted by themselves as guidance. Teachers' response to the same question was being encouraging, promotive and empathic. Both teachers and principals emphasised the requirement of contributing to the professional development courses for the professional development of teachers. Principals consider their level of displaying coaching behaviours as higher, compared to teachers. İt is found that, there is no relationship between the school principles' coaching behaviours and class teachers' job satisfaction level in public elementary schools.