Author(s): Åükran DÄ°LÄ°DÃZGÃNâ Serap EMÄ°R
The aim of the education in the 21st century in which science and technology develop rapidly ought to be equip students with self leadership skills. Self leadership has been defined as the process of influencing oneself to establish the self-direction and selfmotivation needed to perform. Self leadership consists of three strategies: behavior-focused strategies, natural reward strategies and constructive thought pattern strategies. The aim of the research is to determine the relationship between self leadership skills and the success of Turkish pre-service teachers in Textlinguistic course in the context of innovation as a variable of self leadership. The research was designed in relational survey pattern. Applying convenience sampling, the research was carried out with 170 students- including 117 females, 53 males- attending Istanbul University, Hasan Ali Yucel Education Faculty, Turkish Language Teaching Department. The findings of the research were obtained through self leadership Scale and success grades of pre-service teachers in textlinguistics course. In the analysis of the findings arithmetic average, standard deviations, and the correlations between variables were calculated. Afterwards, the stepwise regression analyses were conducted to determine the students’ success grades in textlinguistics course to self leadership skills. A significant relationship was found between students’ success grades in textlinguistics course and total points of self leadership skills. It was demonstrated that textlinguistics success grades were measured by the variables of self-cueing and focusing thoughts on natural rewards strategies
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