Examination of Relationship between School Principals’ Paternalistic Leadership Behaviors and Class Teachers’ Autonomy Behaviors

Songül Tümkaya; Kemal Demirden

Makale detayları

Examination of Relationship between School Principals’ Paternalistic Leadership Behaviors and Class Teachers’ Autonomy Behaviors

Yazarlar:

Songül Tümkaya | Kemal Demirden

Yayıncı:

Fırat University

Ana Başlıklar:

Eğitimin Psikolojik Temelleri | Alan Eğitimleri (Diğer)

Dergi:

Fırat Üniversitesi Sosyal Bilimler Dergisi Vol.33 Issue 3, pp.1199-1216

Belge Tipi:

Makale

Yayın Tarihi:

9/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001299299

pISSN:

1300-9702

Anahtar kelimeler:

Özet:

 The aim of this study is to examine the relationship between classroom teachers perceptions of school principals paternalistic leadership behaviors and their autonomy behaviors. The study group of the research consists of 448 classroom teachers. Teacher Autonomy Scale and Paternalist Leadership Scale were used as data collection tools. In the study, t-test, Pearson correlation analysis and ANOVA analyzes were used. As a result of the research, it was determined that the school principals perceived paternalistic leadership behaviors average score was at the level of very agree, and their total scores differed significantly according to gender and educational status, but did not show significant differences according to age, professional seniority and working time with the current principal. It was determined that the average scores of the autonomy behaviors of the classroom teachers were at the level of often. It was determined that the total scores of the autonomy behaviors of the classroom teachers differed significantly according to the variables of age, educational status and professional seniority, but did not differ according to the gender and working time with the current principal. A low level, positive and significant relationship was found between the school principals paternalistic leadership behaviors and autonomy behaviors perceived by the teachers.

 The aim of this study is to examine the relationship between classroom teachers perceptions of school principals paternalistic leadership behaviors and their autonomy behaviors. The study group of the research consists of 448 classroom teachers. Teacher Autonomy Scale and Paternalist Leadership Scale were used as data collection tools. In the study, t-test, Pearson correlation analysis and ANOVA analyzes were used. As a result of the research, it was determined that the school principals perceived paternalistic leadership behaviors average score was at the level of very agree, and their total scores differed significantly according to gender and educational status, but did not show significant differences according to age, professional seniority and working time with the current principal. It was determined that the average scores of the autonomy behaviors of the classroom teachers were at the level of often. It was determined that the total scores of the autonomy behaviors of the classroom teachers differed significantly according to the variables of age, educational status and professional seniority, but did not differ according to the gender and working time with the current principal. A low level, positive and significant relationship was found between the school principals paternalistic leadership behaviors and autonomy behaviors perceived by the teachers.

 The aim of this study is to examine the relationship between classroom teachers perceptions of school principals paternalistic leadership behaviors and their autonomy behaviors. The study group of the research consists of 448 classroom teachers. Teacher Autonomy Scale and Paternalist Leadership Scale were used as data collection tools. In the study, t-test, Pearson correlation analysis and ANOVA analyzes were used. As a result of the research, it was determined that the school principals perceived paternalistic leadership behaviors average score was at the level of very agree, and their total scores differed significantly according to gender and educational status, but did not show significant differences according to age, professional seniority and working time with the current principal. It was determined that the average scores of the autonomy behaviors of the classroom teachers were at the level of often. It was determined that the total scores of the autonomy behaviors of the classroom teachers differed significantly according to the variables of age, educational status and professional seniority, but did not differ according to the gender and working time with the current principal. A low level, positive and significant relationship was found between the school principals paternalistic leadership behaviors and autonomy behaviors perceived by the teachers.

 Bu çalışmanın amacı, sınıf öğretmenlerinin okul müdürlerinin paternalist liderlik davranışlarına ilişkin algıları ile özerklik davranışları arasındaki ilişkinin incelenmesidir. Araştırmanın çalışma grubu 448 sınıf öğretmeninden oluşmaktadır. Veri toplama araçları olarak Öğretmen Özerkliği Ölçeği ile Paternalist Liderlik Ölçeği kullanılmıştır. Çalışmada t-testi, Pearson korelasyon analizi ve ANOVA analizleri kullanılmıştır. Araştırma sonucunda sınıf öğretmenlerinin algıladıkları okul müdürlerinin paternalist liderlik davranışları puan ortalamalarının çok katılıyorum düzeyinde olduğu ve toplam puanlarının cinsiyet ve eğitim durumu değişkenine göre anlamlı farklılık gösterdiği, yaş, mesleki kıdem ve şu anki müdürle çalışma süresine göre ise anlamlı farklılıklar göstermediği tespit edilmiştir. Sınıf öğretmenlerinin özerklik davranışları ortalama puanlarının ise sık sık düzeyinde olduğu saptanmıştır. Sınıf öğretmenlerinin özerklik davranışları toplam puanlarının yaş, eğitim durumu ve mesleki kıdem değişkenlerine göre anlamlı bir şekilde farklılaştığı buna karşın cinsiyet ve şu anki müdürle çalışma süresine göre ise farklılaşmadığı belirlenmiştir. Öğretmenlerin algıladıkları okul müdürlerinin paternalist liderlik davranışları ile özerklik davranışları arasında düşük düzeyde, pozitif ve anlamlı bir ilişki tespit edilmiştir.

Makale detayları

Examination of Relationship between School Principals’ Paternalistic Leadership Behaviors and Class Teachers’ Autonomy Behaviors

Yazarlar:

Songül Tümkaya | Kemal Demirden

Yayıncı:

Fırat University

Ana Başlıklar:

Eğitimin Psikolojik Temelleri | Alan Eğitimleri (Diğer)

Dergi:

Fırat Üniversitesi Sosyal Bilimler Dergisi Vol.33 Issue 3, pp.1199-1216

Belge Tipi:

Makale

Yayın Tarihi:

9/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001299299

pISSN:

1300-9702

Classroom teachers

Teachers' autonomy

School principals

Paternalistic leadershipSınıf Öğretmenleri

Öğretmen özerkliği

Okul Müdürleri

Paternalist Liderlik

Sayı

Makale detayları

Yazarlar: Songül Tümkaya | Kemal Demirden

Yayıncı: Fırat University

Ana Başlıklar: Eğitimin Psikolojik Temelleri | Alan Eğitimleri (Diğer)

Dergi: Fırat Üniversitesi Sosyal Bilimler Dergisi Vol.33 Issue 3, pp.1199-1216

Belge Tipi: Makale

Yayın Tarihi: 9/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001299299

pISSN: 1300-9702

Sayı

Yazarlar:

Songül Tümkaya | Kemal Demirden

Yayıncı:

Fırat University

Ana Başlıklar:

Eğitimin Psikolojik Temelleri | Alan Eğitimleri (Diğer)

Dergi:

Fırat Üniversitesi Sosyal Bilimler Dergisi Vol.33 Issue 3, pp.1199-1216

Belge Tipi:

Makale

Yayın Tarihi:

9/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001299299

pISSN:

1300-9702