EVALUATION OF PRIMARY SCHOOL ADMINISTRATORS' SELF-EFFICACY LEVELS AND SCHOOL LEADERSHIP PRACTICES

Abstract

The aim of this study is to evaluate the self-efficacy levels and school leadership practices of school administrators working in primary schools affiliated to the TRNC Ministry of National Education and Culture. The universe of the research consists of teachers and school administrators working in primary schools affiliated to the Ministry of National Education and Culture, Primary Education Department in the 2020-2021 academic year. The Universe of the research consists of 90 primary school, 1717 primary school teachers and 186 administrators. A total of 400 individuals, 350 teachers and 50 school administrators, were included in the study, selected by randomized sampling method. The data were collected through the survey consisting of Demographic Information Form, the Self-Efficacy Perception Scale and the School Leadership Scale. Both groups were given the Demographic Information Form prepared by the researchers, and the Administrator Self-Efficacy Perception Scale was presented to the school administrators, and the School Leadership Scale was presented to the teachers. SPSS 25 package program was used for statistical analysis of the data. Kruskal-Wallis H and Man Whitney-U tests were used to analyze the data. The analysis of data showed that the self-efficacy perceptions of the administrators were high. In the study, it was determined that there was no statistically significant difference between the self-efficacy perceptions of the administrators and the variables of gender, working time at the school, and the task variables, while the difference between the education level and the scores obtained from the Ethical Self-Efficacy sub-dimension in the Administrator Self-Efficacy Scale was statistically significant; It has been determined that the Ethics sub-dimension scores of the managers with a graduate degree are higher than those with a bachelor's degree. However, in the study, it was found that the self-efficacy levels of the managers differed according to their seniority in management; It was revealed that the scores of the administrators with low seniority from the Psychological Self-Efficacy sub-dimension in the Administrator Self-Efficacy Scale were higher than the school administrators with high seniority. The school leadership practices of the administrators were examined according to the opinions of the teachers and it was concluded that the school leadership scores of the administrators were high in the dimensions of support, cooperation and openness. In the study, it was also determined that there was no statistically significant difference between the gender, faculty graduated, tenure at the school, branch and seniority variables, and the school leadership scores of the administrators. It has been determined that scores of the teachers with a graduate education level from the school leadership scale are higher than the teachers with a bachelor's degree. It is important to organize in-service training courses in order to increase the self-efficacy perceptions of managers. It will be beneficial for both teachers and administrators to implement the necessary incentive programs for teachers and administrators to develop themselves professionally by the Ministry of National Education.