Relationship between school administrators competence beliefs on innovation management and their leadership behaviors

Abstract

Purpose- In this study, it was aimed to reveal the relationship between school principals' competence beliefs on innovation management and their leadership behaviors. Methodology- Teachers working at the high schools located in Uskudar district of Istanbul province constituted the sample of the study that was carried out with the relational screening method, one of quantitative research methods. In the study, data were collected with the school principals' leadership style inventory and innovation management at schools scale and analyzed using the SPSS program. In the analysis of the data, descriptive statistics such as arithmetic mean and standard deviation were calculated, and the t-test, one-way analysis of variance (ANOVA), Scheffe’s test, Pearson Product-Moment Correlation Coefficient and simple linear regression analysis were used. Findings- According to the research results, it was observed that teachers' competence beliefs on innovation management were not significantly different between male and female teachers by the gender variable and age variable. On the other hand, the organizational culture and structure sub-dimension scores were in favor of teachers aged 40 and older.It was observed that they were not significantly different between teachers with different seniority levels by the seniority variable and between teachers with different educational levels by the educational status variable. Conclusion- It was determined that innovation management competencies consisting of four different sub-dimensions had a significant predictive effect on transactional leadership behaviors consisting of two sub-dimensions and transactional management sub-dimensions consisting of five sub-dimensions.