The relationship between teachers' opinions about occupational professionalism and teacher leadership

The aim of this research is to present the relation between teachers' perceptions towards occupational professionalism and their teacher leadership. In accordance with this purpose, teachers' perceptions towards occupational professionalism and teacher leadership were determined and the relation between teachers' perceptions towards occupational professionalism and teacher leadership was examined. Also, it was determined that teachers' personal variables whether create or not meaningful differences on their perceptions. The sample of the research was figured with relational survey model and the universe of the study consists of 477 teachers who work at state primary, secondary and high schools in Düzce, Akçakoca in 2016-2017 education year. All teachers were reached and the feedback of 440 teachers was received. Research data were collected via personal information form, the occupational professionalism of teachers scale and teacher leadership scale. Research data was analyzed with SPSS-22 programme and on data analysis; percentage, frequency, Mann‐Whitney U Test, Kruskal‐Wallis Test, and Spearman Rho correlation analysis were used. According to research results, it was confirmed that teachers' perceptions towards occupational professionalism are at "high" levels in total scale and its sub dimensions; personal development, emotional labor and contribution to organization; at quite high" level in professional awareness sub dimension. Teachers' expectations towards teacher leadership are higher than their perceptions in total scale and all sub dimensions. In the sub dimensions of institutional improvement and professional improvement Teachers' perceptions are at "frequently" level for both expectation and perception parts. In the sub dimension of collaboration among colleagues, expectation level is at "always" level and perception level is at "frequently" level. In total scale, expectation level is at "always"; perception level is "frequently" level. When teachers' perceptions towards occupational professionalism are examined according to personal variables, findings based on gender, organization type, branch and graduated school demonstrate that there are meaningful differences while length of service doesn't create any meaningful differences. Teachers perceptions towards teacher leadership in terms of the personal variables of gender, organization type, length of service and graduated school have meaningful differences but branch variable doesn't make a meaningful difference for teachers' occupational professionalism perceptions. There are positive directional, medium level and meaningful relations between teachers' occupational professionalism perceptions and teacher leadership perceptions both in total and in all the sub-dimensions. Within the frame of these results, it is suggested that web of in-service training should be created to support teachers' professional developments, school culture should be composed to increase teachers' perceptions towards teacher leadership and teachers should be encouraged to receive post graduate education so that they can show more professional and leadership attitudes. Key Words: Occupational Professionalism, Teacher Leadership, Teacher