INVESTIGATION OF LEADERSHIP STYLES EXHIBITED BY SCHOOL HEADS ACCORDING TO TEACHER'S PERCEPTIONS

Abstract

In this study, it was aimed to determine the leadership styles of school principals according to teacher perceptions. The leadership styles examined in the research were determined as transformational, continuityist and liberating leadership, taking into account the "School Principals Leadership Styles Scale" used in the research process. In line with the stated purposes, “What is the level of leadership styles exhibited by school principals according to teachers' perceptions?” and “Do the leadership styles exhibited by school principals differ significantly according to teachers' perceptions in terms of gender, educational status, marital status, professional seniority and working time with the principal in the school they work in?” answers to the problems were sought. Scanning model was preferred as a method in the research. The universe of the research consists of teachers working in public schools in Adıyaman Province in the 2021-2022 academic year. The research sample consists of 307 teachers determined by the "Simple Random Sampling" method among the teachers in the universe. “School Principals Leadership Style Scale” was used as a data collection tool in the research. The data of the research were analyzed through the SPSS 25 package program. “Independent Samples t-Test” and “One-Way Analysis of Variance (ANOVA)” from parametric tests were

used for data analysis. In the research, it was determined that the leadership styles exhibited by the school principals according to the perceptions of the teachers were at the level of "I agree" in the transformational leadership sub- dimension, "I agree" in the sub-dimension of the continuance leadership, and "I agree" in the sub-dimension of liberating leadership. In addition, it was concluded in the study that the transformational, continuanceist and liberating leadership styles exhibited by school principals did not show a significant difference according to the teachers' perceptions according to the variables of gender, educational status and working time with the current principal, while it did not show a significant difference according to the variables of marital status and professional seniority.