Akademik Veri Yönetim Sistemi
TURKISH STUDIES - EDUCATIONAL SCIENCES, cilt.19, sa.2, ss.325-344, 2024 (Hakemli Dergi)
In this study, it was aimed to determine the leadership orientations of pre-service teachers studying in mathematics and science teaching undergraduate programmes in terms of various variables. The study is a quantitative research and the survey model was used. The study group of the research includes a total of 314 prospective teachers in the 1st, 2nd, 3rd and 4th grades of science teaching and elementary mathematics teaching undergraduate programmes. "Leadership Orientations Scale" was used as a data collection tool and the data obtained were analysed with SPSS. Normality tests and nonparametric tests were used to determine whether the leadership orientations of pre-service teachers differed according to the variables of grade level, gender and undergraduate programmes; in addition, item averages were calculated according to the dimensions of the scale. As a result, it was determined that the leadership orientation averages of pre-service teachers studying in science and mathematics education programme were close to each other. In the study, it was determined that gender, grade level and teaching programme variables had no effect on leadership orientations. However, when the average scores of leadership orientations were examined, it was determined that the highest average was found in the fourth grade science teacher candidates. Considering the sub-dimensions, the highest mean was determined in the political leadership dimension. In both teaching programmes, the political leadership dimension was followed by symbolic, structural and human resource leadership dimensions respectively. The results of this study can provide a basis for large-scale comparative studies involving pre-service teachers from different countries or universities. In this way, the effects of educational and cultural factors shaping leadership orientations can be analysed in more detail. At the same time, comparative studies can be conducted on the differences and similarities between pre-service teachers and teachers who are actively teaching and those who are teaching through formation training.