Relationships between teachers' perceived leadership style, students' learning style, and academic achievement: a study on high school students
EDUCATIONAL PSYCHOLOGY, cilt.28, sa.1, ss.73-81, 2008 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 28 Sayı: 1
- Basım Tarihi: 2008
- Doi Numarası: 10.1080/01443410701417945
- Dergi Adı: EDUCATIONAL PSYCHOLOGY
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus
- Sayfa Sayıları: ss.73-81
- Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
- İstanbul Üniversitesi Adresli: Evet
Özet
There is debate about whether the leadership style of the teacher or the learning style of the student affects academic achievement more. A large sample (n = 746) of eighth-grade students in Istanbul, Turkey, participated in a study where the leadership style of the teacher was assessed in terms of people orientation and task orientation. The learning styles examined were: group, individual, visual, auditory, tactile, and kinesthetic. Multiple discriminant analysis indicated that teacher leadership style was the main factor affecting academic performance. No significant relationship was found between learning style and academic achievement.