Okul müdürlerinin liderlik stilleri ile okulların örgütsel çekicilikleri arasındaki ilişkinin incelenmesi
Yükleniyor...
Dosyalar
Tarih
2020
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın üç amacı bulunmaktadır. Araştırmanın birinci amacı okul müdürlerinin benimsediği liderlik stilleri ile okulların örgütsel çekicilik düzeylerini incelemektir. Araştırmanın ikinci amacı, okul müdürlerinin kullanmış olduğu liderlik stilleri ile okulların örgütsel çekicilik düzeylerini bağımsız değişkenler açısından incelemektir. Araştırmanın üçüncü amacı ise okul müdürlerinin benimsemiş olduğu liderlik stillerinin okulların örgütsel çekiciliğinin anlamlı yordayıcıları olup olmadığını incelemektir. Araştırma kapsamında öğretmen algılarına göre, okul müdürlerinin liderlik stilleri ve okulların örgütsel çekicilik düzeylerini belirlemek amacıyla tarama modeli, bağımsız değişkenlere göre anlamlı farklılık gösterip göstermediğinin belirlenmesi amacıyla nedensel karşılaştırılmalı model kullanılmıştır. Ayrıca araştırmada okul müdürlerinin liderlik stilleri ile okulların örgütsel çekicilikleri arasındaki ilişkiyi belirlemek amacıyla ilişkisel araştırma modeli kullanılmıştır. Araştırmanın evrenini, Malatya ilinde kamu okullarında görev yapan Battalgazi ilçesinde 4600 ve Yeşilyurt ilçesinde 6024 olmak üzere 10624 öğretmen oluşturmaktadır. Araştırmanın örneklemini ise Malatya iline bağlı Battalgazi ve Yeşilyurt merkez ilçelerinde 2019-2020 Eğitim-Öğretim yılında, MEB'e bağlı kamu okullarında (ilkokul, ortaokul ve lise düzeyinde) görev yapan, evrende yer alan okullardan araştırmaya gönüllü olarak katılan 452 öğretmen oluşturmaktadır. Araştırmanın verileri üç bölümden oluşan bir veri toplama aracı ile toplanmıştır. İlk bölümde cinsiyet, eğitim durumu, mesleki kıdem, okul müdürünün müdürlük kıdemi, okul müdürüyle çalışma süresinin belirlenmesine yönelik soruların yer aldığı Kişisel bilgiler formu yer almaktadır. İkinci bölümde Akman ve Özdemir (2018) tarafından geliştirilen ve 11 maddeden oluşan Örgütsel Çekicilik Ölçeği yer almaktadır. Üçüncü bölümde ise Akçakoca ve Bilgin (2016) tarafından geliştirilen ve 5 boyut ile 25 maddeden oluşan Liderlik Stilleri Ölçeği yer almaktadır. Araştırmanın verileri SPSS programı kullanılarak analiz edilmiştir. Araştırmada verilerin normal dağılım gösterdiği belirlenmiş ve parametrik testler kullanılarak veriler çözümlenmiştir. Liderlik stillerini oluşturan; kültürel liderlik, dönüşümcü liderlik, öğretimsel liderlik, vizyoner liderlik, etik liderlik boyutlarının aritmetik ortalamaları ve örgütsel çekiciliğin aritmetik ortalaması hesaplanmıştır. Okul müdürlerinin liderlik stilleri ve okulların örgütsel çekiciliklerinin bağımsız değişkenler bakımından incelenmesi amacıyla cinsiyet ve eğitim durumu değişkeni için t-testi; kıdem, müdürle çalışma süresi, müdürlük kıdemi, okuldaki öğrenci sayısı değişkenleri için ANOVA testi yapılmıştır. ANOVA testi sonucunda anlamlı farkın belirlendiği durumlarda, farkın hangi grup ya da gruplardan kaynaklandığını belirlemek için Scheffe testi uygulanmıştır. Anlamlı farklılık bulunan gruplar için etki büyüklüğü eta-kare korelasyon katsayısı (η²) değerleri hesaplanmıştır. Okul müdürlerinin benimsemiş olduğu liderlik stillerinin okulların örgütsel çekiciliklerinin anlamlı yordayıcıları olup olmadığını belirlemek amacıyla liderlik stilleri ile örgütsel çekicilik puanları arasında regresyon analizi yapılmıştır. Araştırmanın sonuçlarına göre; dönüşümcü liderlik, öğretimsel liderlik, kültürel liderlik, vizyoner liderlik boyutları ve okulların örgütsel çekiciliklerinin "katılıyorum" düzeyinde olduğu; etik liderliğin ise "tamamen katılıyorum" düzeyinde olduğu belirlenmiştir. Araştırmada dönüşümcü liderlik, öğretimsel liderlik, vizyoner liderlik ve etik liderlik boyutları ve okulların örgütsel çekiciliklerinde cinsiyete göre anlamlı farklılığa rastlanmamıştır. Kültürel liderlik boyutunda ise cinsiyete göre anlamlı farklılığa rastlanmıştır. Dönüşümcü liderlik, öğretimsel liderlik, vizyoner liderlik, kültürel liderlik ve etik liderlik boyutları ve okulların örgütsel çekiciliklerinde eğitim durumuna göre anlamlı farklılığa rastlanmamıştır. Dönüşümcü liderlik, öğretimsel liderlik, vizyoner liderlik, kültürel liderlik ve etik liderlik boyutları ve okulların örgütsel çekiciliklerinde müdürlük kıdemine göre anlamlı farklılığa rastlanmamıştır. Okulların örgütsel çekiciliklerinde, öğretmenlerin müdürle çalışma süresine göre anlamlı farklılığa rastlanmıştır. Dönüşümcü liderlik, öğretimsel liderlik, vizyoner liderlik, kültürel liderlik ve etik liderlik boyutlarında müdürle çalışma süresine göre anlamlı farklılığa rastlanmamıştır. Dönüşümcü liderlik, öğretimsel liderlik ve etik liderlik boyutlarında okuldaki öğrenci sayısına göre anlamlı farklılığa rastlanmıştır. Kültürel liderlik ve vizyoner liderlik boyutları ile okulların örgütsel çekiciliklerinde anlamlı farklılığa rastlanmamıştır. Dönüşümcü liderlik, öğretimsel liderlik, vizyoner liderlik, kültürel liderlik boyutları ve okulların örgütsel çekiciliklerinde mesleki kıdeme göre anlamlı farklılığa rastlanmamıştır. Etik liderlik boyutunda ise mesleki kıdem değişkenine göre anlamlı farklılığa rastlanmıştır. Dönüşümcü liderlik ve kültürel liderlik değişkenlerinin ise okulların örgütsel çekiciliğinin anlamlı yordayıcıları olduğu belirlenmiştir.
This research has three purposes. The first aim of the study is to examine the leadership styles adopted by school principals and the organizational attractiveness of schools. The second aim of the research is to examine the leadership styles used by school principals and the organizational attractiveness of schools in terms of independent variables. The third aim of the study is to examine whether the leadership styles adopted by school principals are significant predictors of the organizational attractiveness of schools. Within the scope of the study, the screening model was used to determine the leadership styles of school principals and the organizational attractiveness of schools, and a causal comparative model was used to determine whether there was a significant difference according to independent variables. In addition, the relational research model was used in the study to determine the relationship between the leadership styles of school principals and the organizational attractiveness of schools. The universe of the study consists of 10624 teachers, 4600 in Battalgazi district and 6024 in Yeşilyurt district, who work in public schools in Malatya. The sample of the study consists of 452 teachers who work in public schools (primary, secondary and high school level) affiliated to the Ministry of National Education (primary school, secondary school and high school level) in Battalgazi and Yeşilyurt central districts of Malatya province in the 2019-2020 academic year and voluntarily participated in the study. The data of the study were collected by a data collection tool consisting of three parts. In the first part, there is a Personal Information Form, which includes questions about gender, educational status, professional seniority, seniority of the principal, and the duration of work with the school principal. The second part includes the Organizational Attractiveness Scale, which was developed by Akman and Özdemir (2018) and consists of 11 items. The third part includes the Leadership Styles Scale, which was developed by Akçakoca and Bilgin (2016) and consists of 5 dimensions and 25 items. The data of the research were analyzed using the SPSS program. In the study, it was determined that the data showed a normal distribution and the data were analyzed using parametric tests. Creating leadership styles; The arithmetic mean of cultural leadership, transformational leadership, instructional leadership, visionary leadership, ethical leadership dimensions and the arithmetic mean of organizational attractiveness were calculated. T-test for gender and educational status variable in order to examine the leadership styles of principals and organizational attractiveness of schools in terms of independent variables; ANOVA test was conducted for the variables of seniority, working time with the principal, seniority in the principal, and the number of students in the school. In cases where a significant difference was determined as a result of the ANOVA test, Scheffe test was applied to determine which group or groups the difference originated from. Effect size eta-square correlation coefficient (η²) values were calculated for groups with significant differences. In order to determine whether the leadership styles adopted by school principals are significant predictors of organizational attractiveness of schools, regression analysis was conducted between leadership styles and organizational attraction scores. According to the results of the research; transformational leadership, instructional leadership, cultural leadership, visionary leadership dimensions and organizational attractiveness of schools are at the level of "I agree"; ethical leadership has been determined to be at the level of "completely agree". In the study, no significant difference was found in terms of gender in the dimensions of transformational leadership, instructional leadership, visionary leadership and ethical leadership, and organizational attractiveness of schools. In the cultural leadership dimension, a significant difference was found according to gender. No significant difference was found in the dimensions of transformational leadership, instructional leadership, visionary leadership, cultural leadership and ethical leadership, and organizational attractiveness of schools, according to educational status. No significant difference was found in terms of transformational leadership, instructional leadership, visionary leadership, cultural leadership and ethical leadership, and organizational attractiveness of schools, according to the seniority of the principal. A significant difference was found in the organizational attractiveness of schools according to the duration of teachers' working with the principal. No significant difference was found in terms of transformational leadership, instructional leadership, visionary leadership, cultural leadership, and ethical leadership in terms of duration of working with the principal. A significant difference was found in terms of transformational leadership, instructional leadership, and ethical leadership in terms of the number of students in the school. There was no significant difference in cultural leadership and visionary leadership dimensions and organizational attractiveness of schools. No significant difference was found in terms of transformational leadership, instructional leadership, visionary leadership, cultural leadership dimensions and organizational attractiveness of schools, according to professional seniority. In the dimension of ethical leadership, a significant difference was found according to the professional seniority variable. Transformational leadership and cultural leadership variables were determined to be significant predictors of organizational attractiveness of schools.
This research has three purposes. The first aim of the study is to examine the leadership styles adopted by school principals and the organizational attractiveness of schools. The second aim of the research is to examine the leadership styles used by school principals and the organizational attractiveness of schools in terms of independent variables. The third aim of the study is to examine whether the leadership styles adopted by school principals are significant predictors of the organizational attractiveness of schools. Within the scope of the study, the screening model was used to determine the leadership styles of school principals and the organizational attractiveness of schools, and a causal comparative model was used to determine whether there was a significant difference according to independent variables. In addition, the relational research model was used in the study to determine the relationship between the leadership styles of school principals and the organizational attractiveness of schools. The universe of the study consists of 10624 teachers, 4600 in Battalgazi district and 6024 in Yeşilyurt district, who work in public schools in Malatya. The sample of the study consists of 452 teachers who work in public schools (primary, secondary and high school level) affiliated to the Ministry of National Education (primary school, secondary school and high school level) in Battalgazi and Yeşilyurt central districts of Malatya province in the 2019-2020 academic year and voluntarily participated in the study. The data of the study were collected by a data collection tool consisting of three parts. In the first part, there is a Personal Information Form, which includes questions about gender, educational status, professional seniority, seniority of the principal, and the duration of work with the school principal. The second part includes the Organizational Attractiveness Scale, which was developed by Akman and Özdemir (2018) and consists of 11 items. The third part includes the Leadership Styles Scale, which was developed by Akçakoca and Bilgin (2016) and consists of 5 dimensions and 25 items. The data of the research were analyzed using the SPSS program. In the study, it was determined that the data showed a normal distribution and the data were analyzed using parametric tests. Creating leadership styles; The arithmetic mean of cultural leadership, transformational leadership, instructional leadership, visionary leadership, ethical leadership dimensions and the arithmetic mean of organizational attractiveness were calculated. T-test for gender and educational status variable in order to examine the leadership styles of principals and organizational attractiveness of schools in terms of independent variables; ANOVA test was conducted for the variables of seniority, working time with the principal, seniority in the principal, and the number of students in the school. In cases where a significant difference was determined as a result of the ANOVA test, Scheffe test was applied to determine which group or groups the difference originated from. Effect size eta-square correlation coefficient (η²) values were calculated for groups with significant differences. In order to determine whether the leadership styles adopted by school principals are significant predictors of organizational attractiveness of schools, regression analysis was conducted between leadership styles and organizational attraction scores. According to the results of the research; transformational leadership, instructional leadership, cultural leadership, visionary leadership dimensions and organizational attractiveness of schools are at the level of "I agree"; ethical leadership has been determined to be at the level of "completely agree". In the study, no significant difference was found in terms of gender in the dimensions of transformational leadership, instructional leadership, visionary leadership and ethical leadership, and organizational attractiveness of schools. In the cultural leadership dimension, a significant difference was found according to gender. No significant difference was found in the dimensions of transformational leadership, instructional leadership, visionary leadership, cultural leadership and ethical leadership, and organizational attractiveness of schools, according to educational status. No significant difference was found in terms of transformational leadership, instructional leadership, visionary leadership, cultural leadership and ethical leadership, and organizational attractiveness of schools, according to the seniority of the principal. A significant difference was found in the organizational attractiveness of schools according to the duration of teachers' working with the principal. No significant difference was found in terms of transformational leadership, instructional leadership, visionary leadership, cultural leadership, and ethical leadership in terms of duration of working with the principal. A significant difference was found in terms of transformational leadership, instructional leadership, and ethical leadership in terms of the number of students in the school. There was no significant difference in cultural leadership and visionary leadership dimensions and organizational attractiveness of schools. No significant difference was found in terms of transformational leadership, instructional leadership, visionary leadership, cultural leadership dimensions and organizational attractiveness of schools, according to professional seniority. In the dimension of ethical leadership, a significant difference was found according to the professional seniority variable. Transformational leadership and cultural leadership variables were determined to be significant predictors of organizational attractiveness of schools.
Açıklama
Anahtar Kelimeler
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Sever, N. (2020). Okul müdürlerinin liderlik stilleri ile okulların örgütsel çekicilikleri arasındaki ilişkinin incelenmesi, Yayınlanmış Yüksek Lisans Tezi, İnönü Üniversitesi, Malatya.
