textPurpose:
The purpose of this paper is to describe the development and validation of a multi-dimensional instrument to measure servant leadership. 
Design/Methodology/Approach 
Based on an extensive literature review and expert judgment, 99 items were formulated. In three steps, using eight samples totaling 1571 persons from The Netherlands and the UK with a diverse occupational background, a combined exploratory and confirmatory factor analysis approach was used. This was followed by an analysis of the criterion-related validity. 
Findings:
The final result is an eight-dimensional measure of 30 items: the eight dimensions being: standing back, forgiveness, courage, empowerment, accountability, authenticity, humility, and stewardship. The internal consistency of the subscales is good. The results show that the Servant Leadership Survey (SLS) has convergent validity with other leadership measures, and also adds unique elements to the leadership field. Evidence for criterion-related validity came from studies relating the eight dimensions to well-being and performance. 
Implications: 
With this survey, a valid and reliable instrument to measure the essential elements of servant leadership has been introduced.
Originality/Value 
The SLS is the first measure where the underlying factor structure was developed and confirmed across several field studies in two countries. It can be used in future studies to test the underlying premises of servant leadership theory. The SLS provides a clear picture of the key servant leadership qualities and shows where improvements can be made on the individual and organizational level; as such, it may also offer a valuable starting point for training and leadership development.

The Servant Leadership Survey: Development and Validation of a Multidimensional Measure

Essentials for Effective Professional Development

Covid-19 pandemisi nedeniyle, Milli Egitim Bakanligi egitimin yuz yuze yapilmasina ara vermis ve EBA uzerinden uzaktan egitim yoluyla egitim faaliyetlerini surdurmeye baslamistir. Pandemi oncesinde ulkemizde yaygin olarak kullanilmayan uzaktan egitim, pandemi surecinde bir zorunluluk haline gelmistir. Bu calismanin amaci pandemi surecinde ilkokul ogrencileri icin EBA uzerinden yurutulen uzaktan egitim faaliyetlerinin veli bakis acisiyla ele alinmasidir. Bu arastirmada nitel arastirma yontemlerinden durum calismasi kullanilmistir. Arastirmanin calisma grubunu ilkokul velileri olusturmaktadir. Velilerden kolay ulasilabilir ornekleme yontemiyle (n =148) dijital ortamda olusturulan gorusme formuyla gorus alinmistir. Arastirma bulgularina gore veliler; cocuklarinin EBA’ya giris yapamama, canli derslere girememe ve internet problemlerinin oldugunu belirtmislerdir. Veliler, bu gibi teknik problemlerin yani sira pandemi surecinde cocuklarin surekli evde olmalarindan dolayi okul disiplisinden uzaklastiklarini, derse motive olamadiklarini, ders esnasinda donut alamadiklari icin kalici ogrenmenin saglanmadigini ifade etmislerdir. Bu olumsuz durumlarin aksine bazi veliler cocuklarinin evde, saglikli ve guvenli bir ortamda egitimlerini surdurebiliyor olmalarini, konulari tekrar edebilme olanagi bulmalarini, cocuklarinin ogrenme sureclerini takip edebiliyor olmalarini pandemi surecinde surdurulen uzaktan egitimin olumlu yonleri olarak belirtmislerdir.

/pdf/views-of-elementary-school-children-s-parents-about-distance-4k8sxm98jb.pdf

Views of Elementary School Children’s Parents about Distance Education during the Covid-19 Pandemic

The purpose of this research is to examine the effects of secondary school administrators’ servant leadership behavior on teachers' organizational commitment. This research was designed based on the relational screening model. The population of the study consists of 753 secondary school teachers. 438 teachers from the total population participated in the study. In the analysis of the data, descriptive statistics such as percent, frequency, arithmetic mean, standard deviation and other statistical techniques such as ANOVA, t-test, and regression analysis were used. According to the research findings, school administrators have some modest and responsible managerial, empowerment and forgiveness behaviors. Teachers' level of adaptation of organizational commitment is moderate and is found to be at a high level in the sub-dimension of identification and internalization. Teachers' views on organizational commitment do not differ according to gender, marital status or seniority. Teachers' views of school administrators on servant leadership behaviors do not differ according to their marital status but differ according to their gender and seniority.

/pdf/the-effects-of-secondary-school-administrators-servant-crqqqueuwt.pdf

The Effects of Secondary School Administrators' Servant Leadership Behaviors on Teachers' Organizational Commitment

This research aimed at evaluating Induction to teaching Program according to the opinions of novice teachers, mentors and administrators is a qualitative research carried out in the pattern of phenomenology. The data of the study were collected through semi-structured interviews with 40 novice teachers, 43 mentors and 5 school administrators. Content analysis was done in the analysis of the data. As a result of the research, it was concluded that an information meeting was held at the beginning of the training program but it was inadequate, that the mentors were not volunteers, that they were more planned and programmed compared to the teaching practice received during the undergraduate education, that it was taken more serious, that performing the induction to teaching program at the place appointed had advantages, and that there are several issues caused by the novice teacher, mentor and the process. For the continuity of the application, proposals such as reducing the number of forms filled in the process, ensuring volunteerism in mentors, supervision of the interaction between the novice teacher and mentor, performing the processes at the place to which they are appointed were developed.

/pdf/assessment-of-induction-to-teaching-program-opinions-of-34gjtb0yqx.pdf

Assessment of induction to teaching program: Opinions of novice teachers, mentors, school administrators

Öğretmenlerin yasal haklarını düzenleyen farklı yasalar bulunmaktadır. Genellikle özlük hakları Devlet Memurları Kanunuyla düzenlenmiştir. Bunun yanında Milli Eğitim Temel Kanunu ve diğer yasalarda öğretmenlik mesleği ile ilgili hükümler yer almaktadır. Öğretmenlerin kariyer basamaklarını düzenleyen bir yönetmelik çıkarılmış ancak bu düzenleme de beklentileri karşılamamıştır. Kamu alanında büyük bir meslek grubunu ilgilendiren öğretmenlik meslek kanunun bir an önce çıkarılması elzem görülmektedir. Bu çalışmanın amacı, çıkarılması düşünülen yasa tasarısına ilişkin olarak öğretmenlerin görüşlerini ortaya koymaktır. Araştırma nitel bir çalışmadır. Araştırmanın çalışma grubunu Ordu iline bağlı farklı okullarda görevli öğretmenler oluşturmaktadır. Çalışmada betimsel ve içerik analizi yöntemleri kullanılarak veriler çözümlenmeye çalışılmıştır. Araştırma bulgularına göre, kanunun içeriğine ve kariyer basamaklarına yönelik eleştiriler sıralanmıştır. Kanunda belli başlı, kariyer basamaklarına ve eğitim fakültesi mezunlarına yönelik eksiklikler dile getirilmiştir. Kanunun bazı sorunları çözme, mesleğin itibarını artırma, maddi bir artış sağlama, sözleşmeli ayrımını kaldırma ve aday öğretmenlerle ilgili bazı olumlu yönlerini dile getirmişlerdir. Bu konuda bazı öneriler sunmuşlardır.

Öğretmenlik Meslek Kanununa İlişkin Öğretmen Görüşleri

Okulun siyasal islevini etkili olarak yerine getirmesi, okulu yoneten mudurlerin demokratik tutumlarina baglidir. Bu arastirmanin amaci, ogretmen goruslerine gore, okul mudurlerinin demokratik tutumlarini ortaya cikarmaktir. Arastirmanin yontemi nitel bir calisma olup, veriler arastirmacilar tarafindan gelistirilen yari yapilandirilmis gorusme formu ile toplanmistir. Arastirmada elde edilen verilerin cozumlenmesinde betimsel ve icerik analizi kullanilmistir. Gorusmecilerin doldurmus oldugu formlar once numaralanmis ve sonra bunlar analize tabi tutulmustur. Elde edilen kavramlardan kategorilere ve temalara ulasilmaya calisilmistir. Arastirma bulgularina gore, ogretmenler demokratik tutum kavramini “esitlik ve hakkaniyet” olarak degerlendirmislerdir. Ogretmenlerin cogunlugu okul mudurlerinin demokratik tutuma sahip olmadigi gorusundedirler. Okul mudurlerinde eksik gordukleri demokratik tutumlar, ayrimcilik yapma, yeniliklere acik olmama, baskalarinin fikirlerini almama olarak siralanmistir. Okul mudurunun demokratik tutuma sahip olmamasi halinde, egitim ogretimin olumsuz etkilenecegini, guven, baglilik ve motivasyonun azalacagi vurgulanmaktadir. Ogretmenler, demokratik bir mudurde bulunmasi gereken davranislari, farkli goruslere saygi duyar, adaletli davranir ve yeniliklere karsi aciktir olarak nitelendirmislerdir. Okul mudurlerinin demokratik tutum ve davranislarini gelistirmeye yonelik egitim almalari onerilmistir.

/pdf/okul-mudurlerinin-demokratik-tutumlari-19u31narlm.pdf

Okul Müdürlerinin Demokratik Tutumları

The concept of servant leadership, which was initiated by Greenleaf, has been developed by other people and reached to today. The concept of servant leadership, which emphasizes the mentality of service, seems to be applicable in educational organizations. In this study, it was examined whether the school administrators had the servant leadership behaviors and the teacher opinions had significant differences in terms of some variables according to the opinions of the teachers. The population of the study consists from primary and secondary school teachers in Sinop province center. There are 426 teachers in the research universe. Of these, 302 teachers participated in the survey by random sampling. In this research, likert type instrument which was developed by Van Dierendonck and Nuijten (2011) and consisted of 26 sub-items and 7 dimensions, which was translated and adapted by Duyan (2012), was used. According to research findings; Teachers view supervisor's servant leadership behaviors partially adequate in some dimensions (accountability and responsible management), while the majority of sub-dimensions (empowerment, restraint, forgiveness, courage and humility) were viewed as insufficient.  According to the results of the research, teachers view school administrators as a responsible and accountable manager rather than a servant leader. These results alsoare compatible with some previous research results conducted in Turkey. Based on the results of the research, Based on the results of the study, It is recommended that the school administrators organize educational activities in order to gain servant leadership behaviors. Ozet Greenleaf tarafindan ortaya atilan hizmetkâr liderlik kavrami, baska kisiler tarafindan da gelistirilerek gunumuze kadar ulasmistir. Hizmet etme anlayisini one cikaran hizmetkâr liderlik kavrami, egitim orgutleri icinde uygun dusmektedir. Bu calismada ogretmen goruslerine gore, okul yoneticilerinin hangi duzeyde hizmetkâr liderlik davranislarina sahip oldugu ve ogretmen goruslerinin bazi degiskenler acisindan farklilik gosterip gostermedigi incelenmistir. Calismanin evreni, Sinop il merkezinde gorev yapan ogretmenlerdir. Arastirma evreninde 426 ogretmen bulunmaktadir. Bunlardan tesadufi ornekleme yoluyla secilen 302 ogretmen arastirmaya katilmislardir. Arastirmada, Van Dierendonck ve Nuijten (2011)  tarafindan gelistirilen ve Duyan (2012) tarafindan Turkceye uyarlanan, 26 madde ve 7 alt boyuttan olusan likert turu olcme araci kullanilmistir. Arastirma bulgularina gore, ogretmenler yoneticilerinin hizmetkâr liderlik davranislarini “guclendirme, geri durma, affetme, cesaretlendirme ve tevazu” alt boyutlarda yeterli duzeyde gormezken;  “hesap verebilirlik ve sorumlu yoneticilik” alt boyutlarinda kismen yeterli gormuslerdir. Arastirmanin sonuclarina gore; ogretmenler, okul yoneticilerini hesap verebilirlik ve sorumlu yoneticilik boyutlarinda yeterli gormuslerdir. Diger boyutlarda kismen yeterli gormektedirler. Bu sonuclar, Turkiye’de yapilmis bazi arastirma sonuclariyla da ortusmektedir.  Arastirmanin sonuclarina dayali olarak, okul yoneticilerinin hizmetkâr liderlik davranislarini kazanmalari yonunde egitim etkinlikleri duzenlemesi onerilmektedir.

/pdf/examining-the-school-administrators-servant-leadership-53r2lnwe92.pdf

Examining the school administrators’ servant leadership behaviors according to teachers perception Öğretmen görüşlerine göre okul yöneticilerinin hizmetkâr liderlik davranışlarının incelenmesi

Haci Bektas-i Veli, Islam dinini gunun kosullarina gore yorumlayan bir Turk sufisidir. Makâlât adli eserinde yer alan “Dort Kapi Kirk Makam” ogretisi kâmil insan yetistirmenin basamaklarini gosteren bir program niteligi tasimaktadir. Haci Bektas-i Veli’nin bu eserinde “akil” ve “ilim” kavramlarina da yer verilmistir. O “Ilimden gidilmeyen yolun sonu karanliktir” sozu ile ilmin onemini en veciz bir sekilde ortaya koymustur. Bu calismanin amaci, bu ogretiye gore akil-ilim iliskisinin onemini ortaya cikarmaktir. Bu amacla Haci Bektas Veli’nin Makâlât’i ve farkli kaynaklar taranarak insan yasaminda aklin ve ilmin onemi ortaya konmaya calisilmistir. Arastirmanin yontemi dokuman taramaya dayalidir. Arastirmanin yontemine uygun olarak Haci Bektas Veli’nin Makâlât’i ayrintili olarak taranmis, akil ve ilim ile ilgili kisimlar cikarilmistir. Bazi yerlerde metnin orijinali degistirilmeden verilmistir. Makâlât’ta akil ve ilim kavramlari bir takim benzetmelerle ele alinarak islenmistir. Ona gore akil yeryuzunde Allah’in terazidir. Iman da akil uzeredir. Aklin uc korumasi: sabir, utanma ve kanaattir. Ilim uctur: muhkem ayetler, kesin farzlar, bunlarin disindakilerdir. Haci Bektas Veli ilim ogrenmeyi ibadet etmekten oncelikli gormektedir. Yani Seriatin ikinci makami ilim ogrenmektir. Oyleyse ilim adamlarina da saygili olmak gerekir. Haci Bektas Veli ogretisi, onun akla ve ilme ne kadar verdigini gostermektedir. O bir bakima Turk-Islam inancinin bir sentezini yaparak gunumuz Islam anlayisina da isik tutmaya calismistir.

Haci bektaş-i veli̇ öğreti̇si̇nde aklin ve i̇lmi̇n yeri̇

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