Sınıf yönetiminde öğretmenlerin öğretim liderliği davranışlarını gerçekleştirme düzeyine ilişkin karşılaştırmalı bir araştırma ( Türkiye- Kosova örneği)

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2 TABLO /ø67(6ø

Tablo 1. *HOHQHNVHO|÷UHWPHQYHOLGHU|÷UHWPHQrollerinin kDUúÕODúWÕUÕOPDVÕ««...55 Tablo 2. g÷UHWLPOLGHUOLNDQNHWLQLQDOWER\XWODUÕQÕQPDGGHQXPDUDODUÕ««««««63 Tablo 3. g÷UHWim liderli÷LQLQJYHQROXúWXUPD boyutuQDLOLúNLQ

IDNW|U DQDOL]LVRQXoODUÕ««««««««««««««««««««

Tablo 4. g÷UHWim liderli÷LQLQ kaynak kullanma boyutuQDLOLúNLQ

IDNW|U analizi VRQXoODUÕ«««««««...65 Tablo 5. g÷UHWim liderli÷LQLQ ELUH\VHOOHúWLULOPLú destek boyutuna iOLúNLQ

IDNW|U analizi VRQXoODUÕ««««««««««««««««««««..66 Tablo 6. g÷UHWLPOLGHUOL÷LQLQideal olma boyutuQDLOLúNLQIDNW|U

analizi VRQXoODUÕ«...67 Tablo 7. g÷UHWLP liderli÷LQLQ ELUH\VHOOHúWLULOPLú ilgi boyutuQDLOLúNLQ

IDNW|UDQDOL]L VRQXoODUÕ«««««««««««««««««««««67 Tablo 8. g÷UHWLPOLGHUOLNDQNHWLQLQSXDQODPDELoLPL««««««««««««

Tablo 9. g÷UHWPHQOHULQFLQVL\HWGD÷ÕOÕPÕQDJ|UHIUHNDQVYH\]GHOHUL««««««.70 Tablo 10. g÷UHWPHQOHULQEUDQúGD÷ÕOÕPDJ|UHIUHNDQVYH\]GHOHUL«« «..««««71 Tablo 11. g÷UHWmenlerin \Dú GD÷ÕOÕPÕQDJ|UHIUHNDQVYH\]GHOHUL««««««.71 Tablo 12. g÷UHWmenlerin NÕGHP GD÷ÕOÕPÕQDJ|UHIUHNDQVYH\]GHOHUL«««««

Tablo 13. 0DGGHHLOLúNLQ&URVVWDEEDQDOL]LVRQXoODUÕ««««...««««««73 Tablo 14. 0DGGH\HLOLúNLQ&URVVWDEEDQDOL]LVRQXoODUÕ«««««««««««

Tablo 15. Madde 3HLOLúNLQ&URVVWDbb DQDOL]LVRQXoODUÕ«««««««««««

Tablo 16. Madde 4HLOLúNLQ&URVVWDEEDQDOL]LVRQXoODUÕ«««««««««««...76 Tablo 17. Madde 5HLOLúNLQ&URVVWDEEDQDOL]LVRQXoODUÕ««««««««««««77 Tablo 18. Madde 6'ya LOLúNLQ&URVVWDEEDQDOL]LVRQXoODUÕ««««««««««..«78 Tablo 19. Madde 7'yHLOLúNLQ&URVVWDEEDQDOL]LVRQXoODUÕ««««««««««..«79 Tablo 20. Madde 9DLOLúNLQ&URVVWDEEDQDOL]LVRQXoODUÕ«««««««««««...80 Tablo 21. Madde 10'a LOLúNLQ&URVVWDbb DQDOL]LVRQXoODUÕ«««««««««««1 Tablo 22. Madde 11'e LOLúNLQ&URVVWDEEDQDOL]LVRQXoODUÕ««««««..««««....82

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Tablo 23. Madde 12'ye LOLúNLQ&URVVWDEEDQDOL]LVRQXoODUÕ««««««..««««..83 Tablo 24. Madde 13HLOLúNLQ&URVVWDEEDQDOL]LVRQXoODUÕ«««««««««««..84 Tablo 25. Madde 14HLOLúNLQ&URVVWDEEDQDOL]LVRQXoODUÕ««...«..««««.«««

Tablo 26. Madde 15HLOLúNLQ&URVVWDEEDQDOL]LVRQXoODUÕ«««««««««««

Tablo 27. Madde 16'ya LOLúNLQ&URVVWDEEDQDOL]LVRQXoODUÕ«««..««««««..«87 Tablo 28. Madde 17'ye LOLúNLQ&URVVWDEEDQDOL]LVRQXoODUÕ«««««««..««..«88 Tablo 29. Madde 18'e LOLúNLQ&URVVWDEE DQDOL]LVRQXoODUÕ««««««««««..«89 Tablo 30. Madde 19'a LOLúNLQ&URVVWDEE DQDOL]LVRQXoODUÕ«««««««««..««0 Tablo 31. Madde 20'ye LOLúNLQ&URVVWDEEDQDOL]LVRQXoODUÕ«««««..««««..«91 Tablo 32. Madde 21'e LOLúNLQ&URVVWDEE DQDOL]LVRQXoODUÕ«««««««««««2 Tablo 33. Madde 22\HLOLúNLQ&URVVWDEEDQDOL]LVRQXoODUÕ«««««««««««

Tablo 34. Madde 23HLOLúNLQ&URVVWDEEDQDOL]LVRQXoODUÕ«««««««««««..94 Tablo 35. Madde 24HLOLúNLQ&URVVWDEEDQDOL]LVRQXoODUÕ«««««««««««.95 Tablo 36. Madde 25HLOLúNLQ&URVVWabb DQDOL]LVRQXoODUÕ««««««««««

Tablo 37. Madde 27'yHLOLúNLQ&URVVWDEEDQDOL]LVRQXoODUÕ««««..««««..««97 Tablo 38. Madde 28HLOLúNLQ&URVVWDEEDQDOL]LVRQXoODUÕ««««««««««..«98 Tablo 39. Madde 29'a LOLúNLQ&URVVWDEEDQDOL]LVRQXoODUÕ«««««««««««

Tablo 40. Madde 30'a LOLúNLQ&URVVWDEEDQDOL]LVRQXoODUÕ«««««««««««100 Tablo 41. Madde 31'e LOLúNLQ&URVVWDEE DQDOL]LVRQXoODUÕ«««««««««««1 Tablo 42. Madde 32'ye LOLúNLQ&URVVWDEEDQDOL]LVRQXoODUÕ«««««..«««««102 Tablo 43. Madde 33HLOLúNLQ&URVVWDEEDQDOL]LVRQXoODUÕ«««««««««««103 Tablo 44. Madde 34HLOLúNLQ&URVVWDEE DQDOL]LVRQXoODUÕ««««««««««....104 Tablo 45. Madde 35HLOLúNLQ&URVVWDEEDQDOL]LVRQXoODUÕ«««««««««««105 Tablo 46. Madde 36'ya LOLúNLQ&URVVWDEEDQDOL]LVRQXoODUÕ««««««««..««106 Tablo 47. Madde 37'yHLOLúNLQ&URVVWDEEDQDOL]LVRQXoODUÕ«««««««««..«107 Tablo 48. Madde 38'e LOLúNLQ&URVVWDEE DQDOL]LVRQXoODUÕ««««««««««....108 Tablo 49. Madde 40'a LOLúNLQ&URVVWDEE DQDOL]LVRQXoODUÕ««««««««««

vi

Tablo 50. Madde 41HLOLúNLQ&URVVWDEEDQDOL]LVRQXoODUÕ«««««««««««110 Tablo 51. Madde 42'ye LOLúNLQ&URVVWDEEDQDOL]LVRQXoODUÕ««««««««..«....111 Tablo 52. Madde 43'e LOLúNLQ&URVVWDEEDQDOL]LVRQXoODUÕ«««««««««««112 Tablo 53. Madde 44HLOLúNLQ&URVVWDEE DQDOL]LVRQXoODUÕ««««««««««...113 Tablo 54. Madde 45HLOLúNLQ&URVVWDEEDQDOL]LVRQXoODUÕ«««««««««««114 Tablo 55. Madde 46'ya LOLúNLQ&URVVWDEEDQDOL]LVRQXoODUÕ«««««««««..«15 Tablo 56. Madde 47'ye LOLúNLQ&URVVWDEEDQDOL]LVRQXoODUÕ««««««««..««116 Tablo 57. Madde 48'e LOLúNLQ&URVVWDEE DQDOL]LVRQXoODUÕ««««««««««....117 Tablo 58. .RVRYD7UN|÷UHWPHQOHULQ|OoHNER\XWODUÕQDULWPHWLNRUWDODPDVÕ«««118 Tablo 59. $GDSD]DUÕøOL|÷UHWPHQOHULQ|OoHNER\XWODUÕQDULWPHWLNRUWDODPDVÕ«««.119 Tablo 60. g÷UHWLP liderlik anketinde |÷UHWPHQOHULQ ONH GH÷LúNHQLQH

LOLúNLQW-testi sonuoODUÕ««««««««««««««««««««22 Tablo 61. g÷UHWLPOLGHUOLNDQNHWLQGH|÷UHWPHQOHULQcinsiyet GH÷LúNHQLQH

LOLúNLQ t-WHVWLVRQXoODUÕ««««««««««««««««««««24 Tablo 62. g÷UHWLP liderlik anketinde |÷UHWPHQOHULQEUDQú GH÷LúNHQLQH

LOLúNLQW-testi VRQXoODUÕ««...125 Tablo 63. g÷UHWLP liderlik anketinde |÷UHWPHQOHULQ \Dú GH÷LúNHQLQH

LOLúNLQ t-WHVWLVRQXoODUÕ«««...««««««««««««««««26 Tablo 64g÷UHWLP liderlik anketinde |÷UHWPHQOHULQ NÕGHPGH÷LúNHQLQH

LOLúNLQW-testi VRQXoODUÕ««««««««««««««««««««.127

vii

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Sakarya University Institute of Education Sciences $EVWUDFWRI0DVWHU¶V7KHVLV Title of the Thesis: A Comparative Research about the Application Levels of

Teachers Instructional Leadership Skills in Classroom Management (Turkey ± Kosovo Example)

Author: )HUGL.29$d Advisor: Assist. Prof. Dr. 2VPDQ7ø75(.

Date: 08 March 2011 Nu. of Pages: VIII (pre text) + 137 (main body) + 5 (appendices)

Department: Educational Science Subfield: Educational Administration and Supervision

This research consists of four parts. In the first part, there are some information about Kosovo and its education because of comparative research. After the NATO intervention in 1999 and becoming under the UN, Kosovo declared its independence in 2008 and it is in the fourth period of Turkish Education. Turks have the right to study in their own language till the university level. In 2008 - 2009 academic years, there are 174 teachers working in Kosovo in Turkish education.

In the second part, there is a beginning with the theories and the history about the leadership.

On this part of the study, the approaches about the educational leadership and the leadership in education go on. It is aimed to enlighten the teacher leadership which is the main element of this part with the help of the most important points. There are also subtitles about the manners of the teachers in classroom management.

In the third part, the method of the research is a survey. This research conducted with comparative survey method. There are views of the teachers teaching Turkish in Kosovo and WKH YLHZV RI WKH WHDFKHUV LQ $GDSD]DUÕ ZLWK WKH KHOS RI ³7KH EHKDYLRUV RI (GXFDWLRQDO

/HDGHUVKLS LQ &ODVVURRP 0DQDJHPHQW´ TXHVWLRQQDLUH which is defined as comparative screening model and developed by the researcher. Educational Leadership questionnaire consists of 45 elements and 5 parts. It is conducted to 149 Turkish teachers in Kosovo and 326 teachers in Adapazari and in total there are 475 teachers in the research. In the analysis of data, frequency, percentage and standard deviation are indicated.

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are also comments and suggestions. There are t-test results about the teDFKHUV¶FRXQWU\gender, teaching field, age and school position.

As a result, it is clear that in the country variable Turkish teachers in Kosovo have a higher perception in the views of educational leadership behaviors than Turkish teachers in Adapazari. In the gender variable, female teachers have higher average than the male teachers.

In seniority variable, the teachers with 1- 5 years seniority have higher average in educational leadership behavior sense than the others. There is no significant difference in age and branch variables.

Keywords: Turkey, Kosova, Instructional Leadership, Teachers, Comparison

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8

Üçüncü bölümde geliştirilmiş “Sınıf Yönetiminde Öğretmenlerin Öğretim Liderliği Davranışları” ölçeği ile ilk önce Kosova’da Türkçe eğitimde görev yapan öğretmenlerin daha sonra da Adapazarı’nda sınırlandırılmış öğretmenlerin görüşleri alınmıştır.

Kosova’da evren ulaşılabilir olduğundan tamamı uygulanmaya alınmış, bu guruptan örneklem seçilmemiştir. Kosova’da Türrkçe eğitimde toplam 174 öğretmen çalışmaktadır. Evrenin tamamına anket dağıtıldı. Bu öğretmenlerin 149’dan anket geri alınabildi. Katılma oranı % 85,6 gibi yüksek oran olduğundan yeterli bulunmuştur.

Adapazarı’nda 2219 öğretmen görev yapmaktadır Bu evren toplam 384 öğretmenden oluşmaktadır. Adapzarı Đli’nde 470 anket değıtılmış, öğretmenden 326 öğretmene uygulanmıştır. Verilerin analizinde frekans, yüzde, standart sapmaları belirlenmiştir.

Ayrıca öğretmenlerin görüşleri arasında anlamlı farkın belirlenmesi için t-test ve tek yönlü varyans analizi teknikleri kullanılmıştır.

Çalışmanın dördüncü bölümünde “Sınıf Yönetiminde Öğretmenlerin Öğretim Liderliği Davranışları” Kosova ve Adapazarı’ndaki öğretmenlerin görüşlerinin karşılaştırılmasının sonuçları, tartışmaları ve konuyla ilgili çözüm ve öneriler yer almaktadır. Adapazarı ve Kosova’da Türkçe eğitimde görev yapan öğretmenler arasında

“Sınıf Yönetiminde Öğretmenlerin Öğretim Liderliği Görüşü” konulu karşılaştırmada ülke dağlımına, cinsiyet, branş, yaş ve kıdem analizlerinin t-testi sonuçları yapılmıştır.

Elde edilen bu bulgulara göre analiz sonuçları yorumlanmış ve öneriler getirilmiştir.

Kosova ve Türkiye devleti arasında devam eden anlaşmalar çerçevesinde görev yapan Türk öğretmenlere eğitim seminer ve kursları sürekli düzenlenmesi iyi neticeler verecektir.

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