21st Century Skills and Management Philosophy of Education Managers According to Views of Teachers

Abstract

The main purpose of this research is to determine the relationship between teacher perceptions of education managers between 21st-century skills and management philosophies. A simple random sampling technique is used in this research. This research is a quantitative study of the relational scanning model from the general scanning models. The sample of the research consists of 104 teachers who are working at private and state school levels in Denizli, Turkey in 2021. Within the scope of the research, “Educational Administrators’ 21st Century Skills Scale” developed by Çoban et al. (2019) and the “Management Philosophy Scale” developed by Ayral and Tanrıöğen (2020) were used to collect data. The collected data were statistically analyzed by using Jamovi 1.6.15 program. To determine whether the data is not showing normal distribution, kurtosis and skewness values were observed. Parametric tests were used because the data showed normal distribution. Pearson Multivariate Correlation Coefficient was used to determine the relationship between 21st-century skills of education managers and management philosophies. According to the Pearson Correlation Coefficient result, school administrators have a positive high-level relationship between 21st-century skills and management philosophies with their perception of teachers. It can be said that the perception of management philosophy may increase when 21st-century skills increase in the organization. A simple Linear Regression Analysis test was used to measure the relationship between 21st-century skills of education managers and management philosophies. When the result of regression analysis is examined, it is seen that 21st-century skills are a significant predictor of management managers.