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Bu araştırmanın amacı Spor Bilimleri Fakültelerinde sergilenen liderlik tarzı ile akademik personelin öğrenme motivasyonları arasındaki ilişkinin incelenmesidir. Ege Bölgesi’nde bulunun Spor Bilimleri Fakülteleri’nde görev yapan akademik personele yönetim tarafından sergilenen liderlik tarzının belirlenmesi amacıyla liderlik tarzı davranış ölçeği (Taş ve ark., 2007 α=940) ve akademik personelin öğrenme motivasyonlarının ölçümlenmesi amacıyla da öğrenme motivasyonu ölçeği (Mahmutoğulları, 2015 α=807) kullanılmıştır. Araştırmaya katılan akademik personelin kişisel bilgileri ile öğrenme motivasyonları arasında anlamlı bir ilişki tespit edilememiştir. Ancak akademik unvanlarında gerçekleşen yükselme durumu ile öğrenme motivasyonları arasında olumsuz bir ilişkinin olduğu görülmüştür. Ayrıca fakülte ve yüksekokullarda sergilenen liderlik tarzları ile akademik personelin öğrenme motivasyonları arasında ilişkiler olduğu tespit edilmiştir. Buna göre akademik personelin öğrenme motivasyonları ile otokratik liderlik arasında olumsuz, demokratik, serbest bırakıcı, dönüşümcü ve etkileşimci liderlik tarzlarıyla ise olumlu bir ilişki bulunmaktadır. Sonuç olarak, otokratik liderlik tarzı sergilenen personelin öğrenme motivasyonlarının düşük olduğu tespit edilmiştir.
The purpose of this research is to study the relationship between the leadership style presented at the Faculty of Sports Sciences and the learning motivations of academic staff. The scale of leadership behavior (Taş and ark., 2007; α=940) and the scale of learning motivation (Mahmutoğulları, 2015; α=807) were used for the purpose of determining the leadership style shown by the academic staff at the Faculty of Sports Sciences in the Egean Region. There was no meaningful relationship between the personal information of the academic staff involved in the study and the learning motivations. However, there has been a negative relationship between the status of ascension in academic titles and the motivation for learning. It has also been found that there are relationships between the leadership styles displayed in faculties and higher schools and the learning motivations of academic staff. Accordingly, there is a positive relationship between the learning motivations of academic staff and autonomous leadership with the negative, democratic, liberating, transformative and interactive leadership styles. As a result, the autocratic leadership style showed the staff’s learning motivations were found to be low.
The aim of this study is to analyze the relationship between the leadership style demonstrated in sports sciences faculties and the motivation of the academic staff. Method: Leadership style scale (Taş and friends., 2007; α=940) is used for the academic staff who work in Sports Sciences Faculties in Aegean Region to measure the leadership style of the administration and learning motivation scale (Mahmutoğulları, 2015; α=807) is used for the academic staff in order to measure their motivation. Findings: There is no significant connection between the personal information of the academic staff who work in Sports Sciences Faculties in Aegean Region and their learning motivation. But, there is a negative relationship between learning motivation and rise on the academic degree. According to the research findings, there is a relationship between the leadership style and the learning motivation of the academic staff. There is a negative relationship between the autocratic leadership style and the learning motivation. There is a positive relationship between the democratic, laisses-faire, transformational and transactional leadership and the learning motivation of the academic staff. In consequence, it is determined that autocratic leadership affects negatively to academic personnel. In other words, their learning motivations are low due to the this autocratic leadership.
Field : Sosyal, Beşeri ve İdari Bilimler
Journal Type : Ulusal
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