Examination of Self-Leadership and Self-Management Perceptions of Vocational and Technical Anatolian High School Administrators

Muammer Değirmendere; Halime Güngör

Makale detayları

Examination of Self-Leadership and Self-Management Perceptions of Vocational and Technical Anatolian High School Administrators

Yazarlar:

Muammer Değirmendere | Halime Güngör

Yayıncı:

Afyon Kocatepe University

Dergi:

Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi Vol.26 Issue 4, pp.1486-1503

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001331817

pISSN:

1302-1265

Anahtar kelimeler:

Özet:

 The aim of this research is to examine the views of the administrators working in the public vocational and technical Anatolian high schools in Bursa on self-leadership and self-management. The research is a descriptive research in survey model. A quantitative research design was used. The research sample consists of 94 administrators working in 115 public vocational and technical Anatolian high schools in Bursa, according to the 2021-2022 statistics of the Ministry of National Education. Personal Information Form, Self-Leadership Scale, Self-Management Scale were used as data collection tools in the research and research data was gathered by researchers. As a result of the research, it was seen that the perceptions of the administrators on self-management and self-adjustment dimension of self-management differed statistically significantly according to gender, but did not differ statistically in the dimensions of self-evaluation and self-reinforcement of self-management. As a result we can say that the perceptions of the administrators on self-leadership and the sub-dimensions of self-leadership did not differ statistically according to gender, only differed in the dimension of self-talk of self-leadership, and the perceptions of female administrators were higher than male administrators in self-talk. The views of the administrators on self-management and the sub-dimensions of self-management and self-leadership and the sub-dimensions of self-leadership do not differ statistically significantly according to the task, branch, professional seniority, managerial seniority, educational status and age. Knowing and applying self-leadership and self-management skills by school administrators will contribute positively to both students, teachers and the organizations. In this sense, it would be beneficial to conduct training, consultancy, workshops and mindfulness studies that develop these skills of school administrators.

 The aim of this research is to examine the views of the administrators working in the public vocational and technical Anatolian high schools in Bursa on self-leadership and self-management. The research is a descriptive research in survey model. A quantitative research design was used. The research sample consists of 94 administrators working in 115 public vocational and technical Anatolian high schools in Bursa, according to the 2021-2022 statistics of the Ministry of National Education. Personal Information Form, Self-Leadership Scale, Self-Management Scale were used as data collection tools in the research and research data was gathered by researchers. As a result of the research, it was seen that the perceptions of the administrators on self-management and self-adjustment dimension of self-management differed statistically significantly according to gender, but did not differ statistically in the dimensions of self-evaluation and self-reinforcement of self-management. As a result we can say that the perceptions of the administrators on self-leadership and the sub-dimensions of self-leadership did not differ statistically according to gender, only differed in the dimension of self-talk of self-leadership, and the perceptions of female administrators were higher than male administrators in self-talk. The views of the administrators on self-management and the sub-dimensions of self-management and self-leadership and the sub-dimensions of self-leadership do not differ statistically significantly according to the task, branch, professional seniority, managerial seniority, educational status and age. Knowing and applying self-leadership and self-management skills by school administrators will contribute positively to both students, teachers and the organizations. In this sense, it would be beneficial to conduct training, consultancy, workshops and mindfulness studies that develop these skills of school administrators.

 The aim of this research is to examine the views of the administrators working in the public vocational and technical Anatolian high schools in Bursa on self-leadership and self-management. The research is a descriptive research in survey model. A quantitative research design was used. The research sample consists of 94 administrators working in 115 public vocational and technical Anatolian high schools in Bursa, according to the 2021-2022 statistics of the Ministry of National Education. Personal Information Form, Self-Leadership Scale, Self-Management Scale were used as data collection tools in the research and research data was gathered by researchers. As a result of the research, it was seen that the perceptions of the administrators on self-management and self-adjustment dimension of self-management differed statistically significantly according to gender, but did not differ statistically in the dimensions of self-evaluation and self-reinforcement of self-management. As a result we can say that the perceptions of the administrators on self-leadership and the sub-dimensions of self-leadership did not differ statistically according to gender, only differed in the dimension of self-talk of self-leadership, and the perceptions of female administrators were higher than male administrators in self-talk. The views of the administrators on self-management and the sub-dimensions of self-management and self-leadership and the sub-dimensions of self-leadership do not differ statistically significantly according to the task, branch, professional seniority, managerial seniority, educational status and age. Knowing and applying self-leadership and self-management skills by school administrators will contribute positively to both students, teachers and the organizations. In this sense, it would be beneficial to conduct training, consultancy, workshops and mindfulness studies that develop these skills of school administrators.

 Bu araştırmanın amacı Bursa ilindeki resmi mesleki ve teknik Anadolu liselerinde görev yapan yöneticilerin öz-liderlik ve öz-yönetime ilişkin görüşlerinin belirlenmesidir. Araştırma tarama modelinde betimsel bir araştırmadır. Araştırmada nicel araştırma deseni kullanılmıştır. Araştırma örneklemi Millî Eğitim Bakanlığı 2021-2022 istatistiklerine göre Bursa ilinde eğitim öğretime devam eden 115 resmi mesleki ve teknik Anadolu lisesinde görev yapan 94 yöneticiden oluşmaktadır. Araştırmada veri toplama aracı olarak Kişisel Bilgi Formu, Öz-Liderlik Ölçeği, Öz-Yönetim Ölçeği kullanılmış ve araştırma verileri araştırmacılar tarafından toplanmıştır. Araştırma sonucunda yöneticilerin öz-yönetime ve öz-yönetimin kendini ayarlama boyutuna ilişkin algılarının cinsiyete göre farklılaştığı, öz-yönetimin kendini değerlendirme ve kendini pekiştirme boyutlarında ise istatistiksel olarak anlamlı olarak farklılaşmadığı görülmüştür. Yöneticilerin öz-liderliğe, öz-liderliğin alt boyutlarında algılarının cinsiyete göre farklılaşmadığı, sadece öz-liderliğin kendi kendine konuşma boyutunda farklılaştığı, kadın yöneticilerin erkek yöneticilere göre algılarının daha yüksek olduğu sonucuna ulaşılmıştır. Yöneticilerin öz-yönetime ve öz-yönetimin alt boyutlarında ve öz-liderliğe ve öz-liderliğin alt boyutlarına yönelik görüşlerinin göreve, branşa, mesleki kıdeme, yöneticilik kıdemine, eğitim durumuna ve yaşa göre istatistiksel olarak anlamlı olarak farklılaşmadığı görülmüştür. Okul yöneticileri tarafından öz-liderlik ve öz-yönetim becerilerinin biliniyor ve uygulanıyor olmasının hem öğrencilere, hem öğretmenlere, hem de örgüte olumlu katkılar sağlayacağı söylenebilir. Bu anlamda, okul yöneticilerinin bu becerilerini geliştiren eğitim, danışmanlık, atölye ve farkındalık çalışmalarının yapılması yararlı olacaktır.

Makale detayları

Examination of Self-Leadership and Self-Management Perceptions of Vocational and Technical Anatolian High School Administrators

Yazarlar:

Muammer Değirmendere | Halime Güngör

Yayıncı:

Afyon Kocatepe University

Dergi:

Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi Vol.26 Issue 4, pp.1486-1503

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001331817

pISSN:

1302-1265

Bursa.

Vocational and technical Anatolian high school

administrators

self-management

self-leadershipMesleki ve teknik Anadolu lisesi

yöneticiler

öz-yönetim

öz-liderlik

Bursa.

Sayı

Makale detayları

Yazarlar: Muammer Değirmendere | Halime Güngör

Yayıncı: Afyon Kocatepe University

Dergi: Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi Vol.26 Issue 4, pp.1486-1503

Belge Tipi: Makale

Yayın Tarihi: 12/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001331817

pISSN: 1302-1265

Sayı

Yazarlar:

Muammer Değirmendere | Halime Güngör

Yayıncı:

Afyon Kocatepe University

Dergi:

Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi Vol.26 Issue 4, pp.1486-1503

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001331817

pISSN:

1302-1265