Abstract
The aim of this study is to investigate the transformational and transactional leadership styles of school principals, and to evaluate them in terms of educational administration. Descriptive survey model was used in the research. The data of the research were obtained from a total of 1,117 teachers working in public and private schools subjected to ministry of national education in Avcılar district of Istanbul province in 2014. In this study, data were obtained from the "personal information form" developed by the researcher and from the "leadership styles scale". Data entry that was obtained from the respondents was made by statistical package for the social sciences (SPSS) version 17.0, and research data was resolved with "average", "standard deviation", “t-test” and “one-way analysis of variance”. According to research result; teachers had a high level of positive opinions with regard to transformational and transactional leadership characteristics of school principals. Teachers' perceptions about transformational and transactional leadership characteristics of school principals did not vary significantly according to gender, state of education and professional seniority. Key words: Transformational and transactional leadership styles, education management, school.
Highlights
Thoughts, strategies, beliefs and philosophies are constantly in change and development
The aim of this study is to investigate the transformational and transactional leadership styles of school principals, and to evaluate them in terms of educational administration
The perceptions of teachers who participated in the research regarding the leadership styles of school principals were positive and at high level
Summary
Strategies, beliefs and philosophies are constantly in change and development In this change and development, leaders are the people who have the most significant effect in the success and sustainable developments of all organizations and institutions, and in the creation and steady maintenance of organizational culture (Robbins and Judge, 2012). According to Hoy and Miskel (2010), the growing expectations of many people and institutions from within or outside the education day by day from schools is seen as the most important element that increases the importance of leadership in education At this point, management and leadership role is very critical for the school principal, and probably constitutes the most important characteristic of the school principal (Lunenburg and Ornstein, 2013).
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