Araştırma Makalesi
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Akademik Liderlik Ölçeği’nin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması

Yıl 2021, Cilt: 11 Sayı: 3, 671 - 681, 31.12.2021

İsmail Karsantık Münevver Çetin

https://doi.org/10.2399/yod.20.578370

Öz

Liderliğin oldukça eski ve çok boyutlu bir kavram olduğu görülmektedir. Akademik liderlik ise öğretim elemanlarının gelişimine olan katkısı, paydaşların ilgi ve ihtiyaçları ile kurumun vizyonu doğrultusunda ortak kültür oluşturması ve iş yükünün dağılımı, performans değerlendirme ile kaynak kullanımının yönetimi sebebiyle profesyonel gelişim, yükseköğretim kültürü ve yükseköğretim yönetimi kavramlarıyla ilişkilendirilmektedir. Alanyazın incelemesi sonrası hazırlanan 50 maddelik madde havuzuna sahip taslak ölçek; pilot uygulama aşamasında 57 öğretim elemanına, açımlayıcı faktör analizi (AFA) aşamasında 490 öğretim elemanına, doğrulayıcı faktör analizi (DFA) aşamasında ise 200 öğretim elemanına uygulanmıştır. Araştırmanın örneklemi maksimum çeşitlilik örneklem yöntemiyle seçilmiştir. Ölçeğin yapı geçerliği için uygulanan AFA sonucu elde edilen üç alt boyut (profesyonel gelişme, yükseköğretim kültürü ve yükseköğretim yönetimi) DFA sonucu ile doğrulanmıştır. Akademik Liderlik Ölçeği’nin güvenirlik katsayısı ise Cronbach alfa katsayısı ile elde edilmiş ve üç alt boyutun da yüksek düzeyde güvenilir olduğu sonucuna ulaşılmıştır. Araştırma sonuçları Akademik Liderlik Ölçeği’nin öğretim elemanlarının akademik liderlik algılarını değerlendirmek üzere kullanılabilecek geçerli ve güvenilir bir ölçek olduğunu göstermektedir.

Anahtar Kelimeler

Akademik liderlik liderlik profesyonel gelişim yükseköğretim kültürü yükseköğretim yönetimi

Kaynakça

  • Akan, D., Yıldırım, İ., & Yalçın, S. (2014). Okul müdürleri liderlik stilleri ölçeğinin geliştirilmesi. Elektronik Sosyal Bilimler Dergisi, 13(51), 392– 415.
  • Anthony, S. G., & Antony, J. (2017). Academic leadership – special or simple. International Journal of Productivity and Performance Management, 66(5), 630–637.
  • Askling, B., & Stensaker, B. (2002). Academic leadership: Prescriptions, practices and paradoxes. Tertiary Education and Management, 8(2), 113– 125.
  • Balcı, A. (2018). Sosyal bilimlerde araştırma: Yöntem teknik ve ilkeler (13. baskı). Ankara: Pegem Akademi.
  • Bass, B. M. (1985). Leadership and performance beyond expectations. New York, NY: Free Press.
  • Bolden, R., Gosling, J., O’Brien, A., Peters, K., Ryan, M. K., Haslam, S. A., … Winklemann, K. (2012). Academic leadership: Changing conceptions, identities and experiences in UK higher education. (Series 3: Publication 4). London: Leadership Foundation for Higher Education.
  • Bolman, L. G., & Gallos, J. V. (2011). Reframing academic leadership. San Francisco, CA: Jossey Bass / John Wiley & Sons, Inc.
  • Bowen, W. G., & Shapiro, H. T. (Eds.). (1998). Universities and their leadership (Vol. 29). Princeton, NJ: Princeton University Press.
  • Bratianu, C. (2008). Leadership and management in the transition Romanian higher education system. Management & Marketing Journal, 3(2), 21–36.
  • Brown, T. A. (2006). Confirmatory factor analysis for applied research (Methodology in the social sciences). New York, NY: Guilford Publications, Inc.
  • Bryman, A. (2007). Effective leadership in higher education: A literature review. Studies in Higher Education, 32(6), 693–710.
  • Buller, J. L. (2012). The deceptive allure of negative academic leadership. Department Chair, 22(4), 19–21.
  • Büyüköztürk, S., Akgün, Ö. E., Özkahveci, Ö., & Demirel, F. (2004). The validity and reliability study of the Turkish version of the motivated strategies for learning questionnaire. Educational Sciences: Theory & Practice, 4(2), 231–239.
  • Creswell, J. W., & Brown, M. L. (1992). How chairpersons enhance faculty research: A grounded theory study. Review of Higher Education, 16(11), 41–62.
  • Çelikkalp, Ü., Temel, M., & Bilgiç, Ş. (2019). Akademisyenlerin iş doyumu ve etkileyen faktörler. Yükseköğretim Dergisi, 9(1), 59–66.
  • Çetin, M. (2013). Yükseköğretim yönetimi ve liderlik. Ankara: Nobel Akademi Yayıncılık.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2018). Sosyal bilimler için çok değişkenli istatistik. SPSS ve Lisrel uygulamaları. Ankara: Pegem Akademi.
  • Demirel, E. T., Yatkın, A., Düşükcan, M., Derin, N., Çakınberk, A., & Güven, M. (2012). Yerel siyasetin liderleri olan belediye başkanlarına yönelik hizmetkâr liderlik ölçeği uyarlama çalışması. Akademik Yaklaşımlar Dergisi, 3(2), 67–83.
  • Dima, A. M., & Ghinea, V. (2016). A model of academic leadership. In Proceedings of the 12th European Conference on Management, Leadership and Governance (pp. 61–70), November 10–11, Bucharest, Romania.
  • Duderstadt, J. J. (2003). A university for the 21st Century. Ann Arbor, MI: The University of Michigan Press.
  • Fullan, M. (2003). The moral imperative of school leadership. Thousand Oaks, CA: Corwin Press.
  • Frankel, J., Wallen, N., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). Boston: McGraw Hill.
  • George, D., & Mallery, M. (2010). SPSS for Windows step by step: A simple guide and reference. Boston, MA: Pearson Education, Inc.
  • Ghasemy, M., Hussin, S., & Daud, M. A. K. M. (2016). Academic leadership capability framework: A comparison of its compatibility and applicability in Australia, New Zealand, and Malaysia. Asia Pacific Education Review, 17(2), 217–233.
  • Gigliotti, R. A. (2017). An exploratory study of academic leadership education within the Association of American Universities. Journal of Applied Research in Higher Education, 9(2), 196–210.
  • Gmelch, W. H., & Buller, J. L. (2015). Building academic leadership capacity: A guide to best practices. San Francisco, CA: Jossey-Bass / John Wiley & Sons, Inc.
  • Gmelch, W. H., & Miskin, V. D. (2010). Call for leadership. In W. H. Gmelch, & V. D. Miskin (Eds.), Department chair leadership skills (2nd ed., pp. 5–22.). Madison, WI: Atwood Publishing.
  • Hacıfazlıoğlu, Ö. (2017). Yükseköğretimde akademik liderlik ve profesyonel gelişme. Çetin, M. (Ed.), Güncel liderlik kuramları (ss. 181–203) içinde. Ankara: Nobel Yayıncılık.
  • Hendrickson, R. M., Lane, J. E., Harris, J. T., & Dorman, R. H. (2013). Academic leadership and governance of higher education: A guide for trustees, leaders, and aspiring leaders of two- and four-year institutions. Sterling, VA: Stylus Publishing.
  • Henkel, M. (2002). Emerging concepts of academic leadership and their implications for intra-institutional roles and relationships in higher education. European Journal of Education, 37(1), 29–41.
  • Iordache-Platis, M. (2016). Higher education leadership and institutional development: stakeholders’ perceptions. In Proceedings of the 12th European Conference on Management, Leadership and Governance (pp. 99–108), November 10–11, Bucharest, Romania.
  • Jones, D. G. (2011). Academic leadership and departmental headship in turbulent times. Tertiary Education and Management, 17(4), 279–288.
  • Joyce, P., & O’Boyle, C. (2013). Sustaining academic leadership in higher education. In C. O’Farrell, & A. Farrell (Eds.), Emerging issues in higher education: From capacity building to sustantibility (pp. 69–81). Athlone: Educational Developers in Ireland Network (EDIN).
  • Juston, C. P., & Angell, L. R. (2013). Factors community college faculty consider important to academic leadership. Kentucky Journal of Higher Education Policy and Practice, 2(1), 1–13.
  • Kasapoğlu, H. (2013). Üniversitelerde bölüm başkanlığı yapan öğretim elemanlarının yönetsel etkililik düzeyleri. Yükseköğretim Dergisi, 3(2), 90– 96.
  • Leithwood, K., & Jantzi, D. (2000). The effects of transformational leadership on organizational conditions and student engagement with school. Journal of Educational Administration, 38(2), 112–129.
  • Macfarlane, B. (2011). The morphing of academic practice: Unbundling and the rise of the para-academic. Higher Education Quarterly, 65(1), 59–73.
  • Marshall, S. J. (2006). Issues in the development of leadership for learning and teaching in higher education. In Leadership for Excellence in Learning and Teaching Program additional reading Canberra, ACT: Carrick Institute for Learning and Teaching in Higher Education.
  • Özer, N. & Beycioğlu, K. (2013). Paylaşılan liderlik ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışmaları. İlköğretim Online, 12(1), 77–86.
  • Şişman, M. (2016). Öğretim Liderliği Davranışları Ölçeği: Geçerlik, güvenirlik ve norm çalışması. Kuram ve Uygulamada Eğitim Yönetimi, 22(3), 375–400.
  • Middlehurst, R. (1999). New realities for leadership and governance in higher education? Tertiary Education & Management, 5(4), 307–329.
  • Middlehurst, R. (2008). Not enough science or not enough learning? Exploring the gaps between leadership theory and practice. Higher Education Quarterly, 62(4), 322–339.
  • Murphy, C. (2003). The rewards of academic leadership. New Directions for Higher Education, 124, 87–93.
  • Özdamar, K. (1999). Paket programlar ile istatistiksel veri analizi. Eskişehir: Kaan Kitabevi.
  • Ramsden, P. (1998). Learning to lead in higher education. London: Routledge.
  • Rayner, S., Fuller, M., McEwen, L., & Roberts, H. (2010). Managing leadership in the UK university: A case for researching the missing professoriate? Studies in Higher Education, 35(6), 617–631.
  • Rowley, D. J., & Sherman, H. (2003). The special challenges of academic leadership. Management Decision, 41(10), 1058–1063.
  • Schein, E. H. (2004). Organizational culture and leadership (3rd ed.). San Francisco, CA: Jossey-Bass / John Wiley & Sons, Inc.
  • Scherer, R. F., Luther, D. C., Wiebe, F. A., & Adams, J. S. (1988). Dimensionality of coping: Factor stability using the ways of coping questionnaire. Psychological Reports, 62(3), 763–770.
  • Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23–74.
  • Scott, G., Coates, H., & Anderson, M. (2008). Learning leaders in times of change: Academic leadership capabilities for Australian higher education. Sydney: University of Western Sydney and Australian Council for Educational Research.
  • Semuel, H., Siagian, H., & Octavia, S. (2017). The effect of leadership and innovation on differentiation strategy and company performance. Procedia – Social and Behavioral Sciences, 237, 1152–1159.
  • Siddique, A., Aslam, H. D., Khan, M., & Fatima, U. (2011). Impact of academic leadership on faculty’s motivation, and organizational effectiveness in higher education system. International Journal of Business and Social Science, 2(8), 184–191.
  • Sümer, N. (2000). Yapısal eşitlik modelleri: Temel kavramlar ve örnek uygulamalar. Türk Psikoloji Yazıları, 3(6), 49–74.
  • Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Boston, MA: Allyn & Bacon/Pearson Education.
  • Taylor, J., & Machado, M. L. (2006). Higher education leadership and management: From conflict to interdependence through strategic planning. Tertiary Education and Management, 12, 137–160.
  • Taylor, K. L. (2005). Academic development as institutional leadership: An interplay of person, role, strategy, and institution. International Journal for Academic Development, 10(1), 31–46.
  • Thompson, N., & Franz, N. (2016). Decision points in academic leadership development as an engaged scholar: To lead or not to lead. Journal of Community Engagement and Scholarship, 9(2), 74–80.
  • Tuna, M., Bircan, H., & Yeşiltaş, M. (2012). Etik liderlik ölçeğinin geçerlik ve güvenirlik çalışması: Antalya örneği. Atatürk Üniversitesi İktisadi ve İdari Bilimler Dergisi, 26(2), 143–155.
  • Turnbull, S., & Edwards, G. (2005). Leadership development for organizational change in a new U.K. university. Advances in Developing Human Resources, 7(3), 396–413.
  • Turner, R. C., & Carlson, L. (2003). Indexes of item-objective congruence for multidimensional items. International Journal of Testing, 3(2), 163– 171.
  • Ullman, J. B. (2001). Structural equation modeling. In B. G. Tabachnick, & L. S. Fidell (Eds.), Using multivariate statistics (4th ed., pp. 653–771). Boston, MA: Allyn & Bacon / Pearson Education.
  • Veneziano, L., & Hooper, J. (1997), A method for quantifying content validity of healthrelated questionnaires. American Journal of Health Behavior, 21(1), 67–70.
  • Yielder, J., & Codling, A. (2004). Management and leadership in the contemporary university. Journal of Higher Education Policy and Management, 26(3), 315–328.
  • Yukl, G. A. (2002). Leadership in organizations (5th ed.). Upper Saddle River, NJ: Prentice Hall.

Development of Academic Leadership Scale: A Study of Validity and Reliability

Yıl 2021, Cilt: 11 Sayı: 3, 671 - 681, 31.12.2021

İsmail Karsantık Münevver Çetin

https://doi.org/10.2399/yod.20.578370

Öz

Leadership is considered as an ancient and multidimensional concept. Due to its contribution to the development of academic staff, the creation of a common culture in line with the interests and needs of stakeholders and the vision of the institution, and the distribution of workload, performance evaluation and management of resource use, academic leadership is associated with the concepts of professional development, higher education culture, and higher education management. The 50-item draft scale prepared by reviewing the related literature was given to 57 faculty members in the piloting stage, 490 faculty members in the exploratory factor analysis (EFA) stage, and 200 faculty members in the confirmatory factor analysis (CFA) stage. The sample of the study was chosen by using the maximum variation sampling method. The three sub-dimensions (professional development, higher education culture and higher education administration) obtained as a result of the EFA applied to reveal the construct validity of the scale were also confirmed by the CFA. The reliability of the scale was found by calculating the Cronbach’s alpha coefficient and each of its three sub-dimensions was found to be highly reliable. The results show that the Academic Leadership Scale is a valid and reliable measurement tool that can be used to reveal the academic leadership perceptions of faculty members.

Anahtar Kelimeler

Academic leadership higher education culture higher education management leadership professional development

Kaynakça

  • Akan, D., Yıldırım, İ., & Yalçın, S. (2014). Okul müdürleri liderlik stilleri ölçeğinin geliştirilmesi. Elektronik Sosyal Bilimler Dergisi, 13(51), 392– 415.
  • Anthony, S. G., & Antony, J. (2017). Academic leadership – special or simple. International Journal of Productivity and Performance Management, 66(5), 630–637.
  • Askling, B., & Stensaker, B. (2002). Academic leadership: Prescriptions, practices and paradoxes. Tertiary Education and Management, 8(2), 113– 125.
  • Balcı, A. (2018). Sosyal bilimlerde araştırma: Yöntem teknik ve ilkeler (13. baskı). Ankara: Pegem Akademi.
  • Bass, B. M. (1985). Leadership and performance beyond expectations. New York, NY: Free Press.
  • Bolden, R., Gosling, J., O’Brien, A., Peters, K., Ryan, M. K., Haslam, S. A., … Winklemann, K. (2012). Academic leadership: Changing conceptions, identities and experiences in UK higher education. (Series 3: Publication 4). London: Leadership Foundation for Higher Education.
  • Bolman, L. G., & Gallos, J. V. (2011). Reframing academic leadership. San Francisco, CA: Jossey Bass / John Wiley & Sons, Inc.
  • Bowen, W. G., & Shapiro, H. T. (Eds.). (1998). Universities and their leadership (Vol. 29). Princeton, NJ: Princeton University Press.
  • Bratianu, C. (2008). Leadership and management in the transition Romanian higher education system. Management & Marketing Journal, 3(2), 21–36.
  • Brown, T. A. (2006). Confirmatory factor analysis for applied research (Methodology in the social sciences). New York, NY: Guilford Publications, Inc.
  • Bryman, A. (2007). Effective leadership in higher education: A literature review. Studies in Higher Education, 32(6), 693–710.
  • Buller, J. L. (2012). The deceptive allure of negative academic leadership. Department Chair, 22(4), 19–21.
  • Büyüköztürk, S., Akgün, Ö. E., Özkahveci, Ö., & Demirel, F. (2004). The validity and reliability study of the Turkish version of the motivated strategies for learning questionnaire. Educational Sciences: Theory & Practice, 4(2), 231–239.
  • Creswell, J. W., & Brown, M. L. (1992). How chairpersons enhance faculty research: A grounded theory study. Review of Higher Education, 16(11), 41–62.
  • Çelikkalp, Ü., Temel, M., & Bilgiç, Ş. (2019). Akademisyenlerin iş doyumu ve etkileyen faktörler. Yükseköğretim Dergisi, 9(1), 59–66.
  • Çetin, M. (2013). Yükseköğretim yönetimi ve liderlik. Ankara: Nobel Akademi Yayıncılık.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2018). Sosyal bilimler için çok değişkenli istatistik. SPSS ve Lisrel uygulamaları. Ankara: Pegem Akademi.
  • Demirel, E. T., Yatkın, A., Düşükcan, M., Derin, N., Çakınberk, A., & Güven, M. (2012). Yerel siyasetin liderleri olan belediye başkanlarına yönelik hizmetkâr liderlik ölçeği uyarlama çalışması. Akademik Yaklaşımlar Dergisi, 3(2), 67–83.
  • Dima, A. M., & Ghinea, V. (2016). A model of academic leadership. In Proceedings of the 12th European Conference on Management, Leadership and Governance (pp. 61–70), November 10–11, Bucharest, Romania.
  • Duderstadt, J. J. (2003). A university for the 21st Century. Ann Arbor, MI: The University of Michigan Press.
  • Fullan, M. (2003). The moral imperative of school leadership. Thousand Oaks, CA: Corwin Press.
  • Frankel, J., Wallen, N., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). Boston: McGraw Hill.
  • George, D., & Mallery, M. (2010). SPSS for Windows step by step: A simple guide and reference. Boston, MA: Pearson Education, Inc.
  • Ghasemy, M., Hussin, S., & Daud, M. A. K. M. (2016). Academic leadership capability framework: A comparison of its compatibility and applicability in Australia, New Zealand, and Malaysia. Asia Pacific Education Review, 17(2), 217–233.
  • Gigliotti, R. A. (2017). An exploratory study of academic leadership education within the Association of American Universities. Journal of Applied Research in Higher Education, 9(2), 196–210.
  • Gmelch, W. H., & Buller, J. L. (2015). Building academic leadership capacity: A guide to best practices. San Francisco, CA: Jossey-Bass / John Wiley & Sons, Inc.
  • Gmelch, W. H., & Miskin, V. D. (2010). Call for leadership. In W. H. Gmelch, & V. D. Miskin (Eds.), Department chair leadership skills (2nd ed., pp. 5–22.). Madison, WI: Atwood Publishing.
  • Hacıfazlıoğlu, Ö. (2017). Yükseköğretimde akademik liderlik ve profesyonel gelişme. Çetin, M. (Ed.), Güncel liderlik kuramları (ss. 181–203) içinde. Ankara: Nobel Yayıncılık.
  • Hendrickson, R. M., Lane, J. E., Harris, J. T., & Dorman, R. H. (2013). Academic leadership and governance of higher education: A guide for trustees, leaders, and aspiring leaders of two- and four-year institutions. Sterling, VA: Stylus Publishing.
  • Henkel, M. (2002). Emerging concepts of academic leadership and their implications for intra-institutional roles and relationships in higher education. European Journal of Education, 37(1), 29–41.
  • Iordache-Platis, M. (2016). Higher education leadership and institutional development: stakeholders’ perceptions. In Proceedings of the 12th European Conference on Management, Leadership and Governance (pp. 99–108), November 10–11, Bucharest, Romania.
  • Jones, D. G. (2011). Academic leadership and departmental headship in turbulent times. Tertiary Education and Management, 17(4), 279–288.
  • Joyce, P., & O’Boyle, C. (2013). Sustaining academic leadership in higher education. In C. O’Farrell, & A. Farrell (Eds.), Emerging issues in higher education: From capacity building to sustantibility (pp. 69–81). Athlone: Educational Developers in Ireland Network (EDIN).
  • Juston, C. P., & Angell, L. R. (2013). Factors community college faculty consider important to academic leadership. Kentucky Journal of Higher Education Policy and Practice, 2(1), 1–13.
  • Kasapoğlu, H. (2013). Üniversitelerde bölüm başkanlığı yapan öğretim elemanlarının yönetsel etkililik düzeyleri. Yükseköğretim Dergisi, 3(2), 90– 96.
  • Leithwood, K., & Jantzi, D. (2000). The effects of transformational leadership on organizational conditions and student engagement with school. Journal of Educational Administration, 38(2), 112–129.
  • Macfarlane, B. (2011). The morphing of academic practice: Unbundling and the rise of the para-academic. Higher Education Quarterly, 65(1), 59–73.
  • Marshall, S. J. (2006). Issues in the development of leadership for learning and teaching in higher education. In Leadership for Excellence in Learning and Teaching Program additional reading Canberra, ACT: Carrick Institute for Learning and Teaching in Higher Education.
  • Özer, N. & Beycioğlu, K. (2013). Paylaşılan liderlik ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışmaları. İlköğretim Online, 12(1), 77–86.
  • Şişman, M. (2016). Öğretim Liderliği Davranışları Ölçeği: Geçerlik, güvenirlik ve norm çalışması. Kuram ve Uygulamada Eğitim Yönetimi, 22(3), 375–400.
  • Middlehurst, R. (1999). New realities for leadership and governance in higher education? Tertiary Education & Management, 5(4), 307–329.
  • Middlehurst, R. (2008). Not enough science or not enough learning? Exploring the gaps between leadership theory and practice. Higher Education Quarterly, 62(4), 322–339.
  • Murphy, C. (2003). The rewards of academic leadership. New Directions for Higher Education, 124, 87–93.
  • Özdamar, K. (1999). Paket programlar ile istatistiksel veri analizi. Eskişehir: Kaan Kitabevi.
  • Ramsden, P. (1998). Learning to lead in higher education. London: Routledge.
  • Rayner, S., Fuller, M., McEwen, L., & Roberts, H. (2010). Managing leadership in the UK university: A case for researching the missing professoriate? Studies in Higher Education, 35(6), 617–631.
  • Rowley, D. J., & Sherman, H. (2003). The special challenges of academic leadership. Management Decision, 41(10), 1058–1063.
  • Schein, E. H. (2004). Organizational culture and leadership (3rd ed.). San Francisco, CA: Jossey-Bass / John Wiley & Sons, Inc.
  • Scherer, R. F., Luther, D. C., Wiebe, F. A., & Adams, J. S. (1988). Dimensionality of coping: Factor stability using the ways of coping questionnaire. Psychological Reports, 62(3), 763–770.
  • Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23–74.
  • Scott, G., Coates, H., & Anderson, M. (2008). Learning leaders in times of change: Academic leadership capabilities for Australian higher education. Sydney: University of Western Sydney and Australian Council for Educational Research.
  • Semuel, H., Siagian, H., & Octavia, S. (2017). The effect of leadership and innovation on differentiation strategy and company performance. Procedia – Social and Behavioral Sciences, 237, 1152–1159.
  • Siddique, A., Aslam, H. D., Khan, M., & Fatima, U. (2011). Impact of academic leadership on faculty’s motivation, and organizational effectiveness in higher education system. International Journal of Business and Social Science, 2(8), 184–191.
  • Sümer, N. (2000). Yapısal eşitlik modelleri: Temel kavramlar ve örnek uygulamalar. Türk Psikoloji Yazıları, 3(6), 49–74.
  • Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Boston, MA: Allyn & Bacon/Pearson Education.
  • Taylor, J., & Machado, M. L. (2006). Higher education leadership and management: From conflict to interdependence through strategic planning. Tertiary Education and Management, 12, 137–160.
  • Taylor, K. L. (2005). Academic development as institutional leadership: An interplay of person, role, strategy, and institution. International Journal for Academic Development, 10(1), 31–46.
  • Thompson, N., & Franz, N. (2016). Decision points in academic leadership development as an engaged scholar: To lead or not to lead. Journal of Community Engagement and Scholarship, 9(2), 74–80.
  • Tuna, M., Bircan, H., & Yeşiltaş, M. (2012). Etik liderlik ölçeğinin geçerlik ve güvenirlik çalışması: Antalya örneği. Atatürk Üniversitesi İktisadi ve İdari Bilimler Dergisi, 26(2), 143–155.
  • Turnbull, S., & Edwards, G. (2005). Leadership development for organizational change in a new U.K. university. Advances in Developing Human Resources, 7(3), 396–413.
  • Turner, R. C., & Carlson, L. (2003). Indexes of item-objective congruence for multidimensional items. International Journal of Testing, 3(2), 163– 171.
  • Ullman, J. B. (2001). Structural equation modeling. In B. G. Tabachnick, & L. S. Fidell (Eds.), Using multivariate statistics (4th ed., pp. 653–771). Boston, MA: Allyn & Bacon / Pearson Education.
  • Veneziano, L., & Hooper, J. (1997), A method for quantifying content validity of healthrelated questionnaires. American Journal of Health Behavior, 21(1), 67–70.
  • Yielder, J., & Codling, A. (2004). Management and leadership in the contemporary university. Journal of Higher Education Policy and Management, 26(3), 315–328.
  • Yukl, G. A. (2002). Leadership in organizations (5th ed.). Upper Saddle River, NJ: Prentice Hall.
Toplam 65 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Ampirik Araştırma
Yazarlar

İsmail Karsantık 0000-0002-0279-7397

Münevver Çetin 0000-0002-1203-9098

Yayımlanma Tarihi 31 Aralık 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 11 Sayı: 3

Kaynak Göster

APA Karsantık, İ., & Çetin, M. (2021). Akademik Liderlik Ölçeği’nin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması. Yükseköğretim Dergisi, 11(3), 671-681. https://doi.org/10.2399/yod.20.578370

Yükseköğretim Dergisi, bünyesinde yayınlanan yazıların fikirlerine resmen katılmaz, basılı ve çevrimiçi sürümlerinde yayınladığı hiçbir ürün veya servis reklamı için güvence vermez. Yayınlanan yazıların bilimsel ve yasal sorumlulukları yazarlarına aittir. Yazılarla birlikte gönderilen resim, şekil, tablo vb. unsurların özgün olması ya da daha önce yayınlanmış iseler derginin hem basılı hem de elektronik sürümünde yayınlanabilmesi için telif hakkı sahibinin yazılı onayının bulunması gerekir. Yazarlar yazılarının bütün yayın haklarını derginin yayıncısı Türkiye Bilimler Akademisi'ne (TÜBA) devrettiklerini kabul ederler. Yayınlanan içeriğin (yazı ve görsel unsurlar) telif hakları dergiye ait olur. Dergide yayınlanması uygun görülen yazılar için telif ya da başka adlar altında hiçbir ücret ödenmez ve baskı masrafı alınmaz; ancak ayrı baskı talepleri ücret karşılığı yerine getirilir.

TÜBA, yazarlardan devraldığı ve derginin çevrimiçi (online) sürümünde yayımladığı içerikle ilgili telif haklarından, bilimsel içeriğe evrensel açık erişimin (open access) desteklenmesi ve geliştirilmesine katkıda bulunmak amacıyla, bilinen standartlarda kaynak olarak gösterilmesi koşuluyla, ticari kullanım amacı ve içerik değişikliği dışında kalan tüm kullanım (çevrimiçi bağlantı verme, kopyalama, baskı alma, herhangi bir fiziksel ortamda çoğaltma ve dağıtma vb.) haklarını (ilgili içerikte tersi belirtilmediği sürece) Creative Commons Attribution-NonCommercial-NoDerivs 4.0 Unported (CC BY-NC-ND4.0) Lisansı aracılığıyla bedelsiz kullanıma sunmaktadır. İçeriğin ticari amaçlı kullanımı için TÜBA'dan yazılı izin alınması gereklidir.