Leadership Behaviors Of School Principals Research Articles

The mediator role of school climate in the relationship between instructional leadership behaviors of school principals and teacher autonomy

PurposeSchool principals should create a positive school climate through instructional leadership behaviors and support teacher autonomy to reach their ultimate goals. This study examines the relationship between the instructional leadership behaviors of school principals and teacher autonomy, testing the mediating role of school climate and the moderator role of teacher seniority.Design/methodology/approachThis cross-sectional study tests the relationships between the variables with structural equation modeling. By stratified sampling method, research data from 739 teachers in six central districts of Ankara during the 2022–2023 academic year.FindingsResults showed that school principals' instructional leadership behaviors, teacher autonomy, and perceptions of school climate were above average. The study also indicates that the instructional leadership behaviors of school principals are positive and significant predictors of teacher autonomy and school climate and that school climate is a positively significant predictor of teacher autonomy. Moreover, school climate partially mediates the relationship between instructional leadership and teacher autonomy, and teacher seniority has a moderator role.Research limitations/implicationsThis study is limited to the opinions of the teachers working in the official primary, secondary and general high schools in the districts of Ankara in the 2022–2023 academic year on the instructional leadership of the school principals, the teachers' perceptions of autonomy and the school climate. It has been observed that there is a relationship between the instructional leadership behaviors of school principals and teacher autonomy. It can be said that the instructional leadership behaviors of school principals support teachers to exhibit autonomous behaviors in instructional strategies and processes, curriculum, classroom management, professional development and communication.Practical implicationsIt is seen that the instructional leadership behaviors of school principals affect teacher autonomy through school climate. It can be said that with the instructional leadership behaviors of school principals, the school climate is more democratic, success-oriented, sincere, supportive of teacher leadership and transforming conflicts into an opportunity for school development, thus affecting teachers' areas of autonomy. We can say that with the development of teachers' autonomy, more effective instructional strategies and instructional processes are developed, the curriculum is transferred with more permanent teaching techniques, professional communication is transformed into collective actions and more comprehensive studies are planned and implemented.Originality/valueThis study will extend the literature by revealing the complex link between instructional leadership, teacher autonomy, school climate and teacher seniority. Furthermore, this study estimates how these complex interactions emerge in non-western cultures with centralized educational structures.

An Examination of How Toxic Leadership Behaviours of School Principals Relate to Teachers' Perceived Stress

The study examines how toxic leadership behaviours of school principals relate to teachers' perceived stress. It is a correlational survey model, and the sample consists of 278 primary and secondary school teachers. We collected the data with the Perceived Stress Scale and Toxic Leadership Scale. The findings show that gender does not cause a statistical difference in perceived stress and all dimensions of toxic leadership. Stress levels of branch teachers are higher than those of primary school teachers, with a statistically significant difference. The perception of branch teachers in ignorance, self-interest, and negative mental state of toxic leadership is significantly higher than classroom teachers. A moderately significant positive relationship exists between teachers' perceptions of stress and all dimensions of toxic leadership. 20% of teachers' perceptions of stress are explained by toxic leadership. The negative mental state of school principals is a significant predictor of teachers' perceptions of stress.

Investigating links between teacher leadership, collective efficacy and teacher commitment in Egyptian schools: a mediated-effects analysis

PurposeResearch investigating the impact of school leadership on teachers’ emotions and practices has mostly focused on the leadership behaviors of school principals, thus ignoring the potential leadership qualities of other school members, especially teachers. The current study aimed to bridge this gap by providing further insight into the link between teacher leadership and teacher outcomes in Egyptian schools. Specifically, the study examined the mediating role of collective teacher efficacy in the relationship between teacher leadership and teacher commitment.Design/methodology/approachThe study employed structural equation modeling and bootstrapping to analyze survey data collected from 497 teachers in primary and middle schools in Damietta city, Egypt.FindingsThe results supported our proposition that teachers’ leadership practices have more indirect than direct effects on teacher commitment through collective teacher efficacy. That is, teacher leadership practices positively affect teachers’ efficacy beliefs, which, in turn, increase their sense of commitment to school.Originality/valueThe study adds a new aspect to the literature by investigating the potential role of teacher leadership in promoting positive teacher attitudes that can have a positive impact on student learning. This is significant given the growing emphasis that educational systems place on enhancing school effectiveness. Specifically, understanding the factors that contribute to teacher commitment can inform strategies for retaining effective teachers and improving the overall quality of the teaching workforce. Additionally, since most of the empirical research on teacher leadership has been produced in Western contexts, it is important to enrich the field with studies conducted in other societies, especially in the Arab region.

Examination of the Relationship Between School Principals' Democratic Leadership Behaviors and Diversity Management Skills

The aim of this study is to examine the relationship between school principals' democratic leadership behaviors and their ability to diversity management according to teacher perceptions. This study was designed using a correlational survey model. Sample of the research consists of 307 teachers working in Pendik and Kartal districts of Istanbul. “Democratic Leadership Scale” and “Diversity Management Scale” were used in the research. Research data were analyzed using arithmetic mean, standard deviation, correlation analysis, and regression analysis. According to the findings, the democratic leadership behaviors of school principals were at a moderate level, and their diversity management skills were at a low level. The results of the correlation analysis showed that there was a positive, low-level, significant relationship between the two variables. Finally, as a result of the simple linear regression analysis, it was found that school principals' democratic leadership behaviors were a significant predictor of their diversity management skills. The findings obtained from the research were discussed in line with the relevant literature and some suggestions were presented for researchers and practitioners.Keywords: Democratic Leadership, Diversity Management, School Principals

The Effect of School Principals' Agile Leadership Behaviors on Entrepreneurial Teacher Behaviors through Innovative Organizations

The purpose of this study is to reveal the mediating role of innovative organizations in the effect of school administrators' agile leadership behaviors on entrepreneurial teacher behaviors. Based on the relationship between the variables, a model was proposed and the proposed model was tested. Before testing the SEM model, the relational survey model was used to determine the relationship between the variables and the model was tested. The study group of the research consists of 479 teachers working in Kartal, Tuzla, Maltepe and Sultanbeyli districts of Istanbul in 2023. According to the research findings, the agile leadership characteristics of school principals positively affect the entrepreneurial behaviors of teachers and the innovative structure of schools. As a result of the analysis of SEM model, innovative organizations have a partial mediating role between agile leadership behaviors of school principals and entrepreneurial teacher behaviors. This research contributes both theoretically and practically to the effect of agile leadership on teachers' entrepreneurial behaviors and innovative organizational structure of organizations, and the effect of innovative organizations on entrepreneurial teacher behaviors. In the light of the findings, implications related to agile leadership, teachers' entrepreneurial behaviors and innovative organizational structures are discussed and suggestions are made for future research.

The contemporary leadership behavior of school principals scale according to teacher's perceptions: Validity and reliability study

School principals are expected to possess modern leadership abilities that place an emphasis on ideas like collaboration, innovation, technological advancement, and egalitarianism. The objective of this study was to establish the psychometric features of the scale of current leadership behaviors of school principals (SCLBSP) developed in accordance with teacher perspectives. For the scale's content validity, eight experts were contacted, and for each item, the content validity ratio (CVR) and content validity index (CVI) were computed. Two different samples served as the basis for the scale development investigation. 253 teachers' worth of data were utilized in the exploratory factor analysis (EFA), whereas 215 teachers' worth of data were used in the confirmatory factor analysis (CFA) and measurement invariance studies. Cronbach's alpha, McDonald's omega, Split-Half method coefficients, composite reliability (CR), and average variance extracted (AVE) values were determined to determine the scale's reliability. The studies produced a single-factor structure with 34 items that explained 74.4% of the total variation. All SCLBSP items were found to have high levels of discrimination, and the reliability and validity of the entire scale were also found to be high.

Sustainable Leadership And Learning Organization Relationship in Schools: A Mixed Method Research

Purpose: The purpose of this research is to determine, according to the views of primary school teacher, the sustainable leadership behaviors of school principals and the relationship between sustainable leadership and the formation of schools as learning organizations.
 Methodology: This study aimed to determine the relationship between the sustainable leadership behaviors of school principals and the formation of schools as learning organizations in public primary schools located in Yozgat, Turkey. A mixed- methods approach, was employed in the study, which utilized both quantitative and qualitative methods. The quantitative portion of the study utilized a "predictive correlational design," while the qualitative portion utilized a "phenomenological design" to examine the research question.
 Findings: The research findings indicate that school principals exhibit high levels of sustainable leadership behavior based on the average scores given by teachers. In terms of dimensions, the highest average scores were obtained for deep learning. According to teachers opinions, the average scores for a learning organization were also found to be high. The highest average score in terms of dimensions was for team learning. A positive relationship was discovered between sustainable leadership and organizational learning. Qualitative results indicated that school principals who scored high in all dimensions of sustainable leadership provided more answers. Similarly, when examining qualitative results related to organizational learning, it was discovered that school principals who scored high in all dimensions of sustainable leadership also provided more answers.
 Highlights: The literature on sustainable leadership in educational organizations is very limited. Therefore, sustainable leadership perceptions in educational organizations can be examined by considering different concepts together. The relationships between these concepts and their impact can also be examined. Based on the views of primary school teachers, this study suggests that sustainable leadership has an impact on the learning organization. New studies can be conducted on other samples to compare the results of this study, and to investigate the impact of sustainable leadership on educational organizations further.

Transformational Leadership Behaviors of School Principals: A Quantitative Research Based on Teachers’ Perceptions, under Phuentsholing Municipal, Chukha District, Bhutan

It is commonly believed that the academic performance of students, the stability of administration, and the standard of education as a whole would all suffer if an educational institution lacked effective administrators and committed academic personnel. In order to determine the frequency of transformative leadership as experienced by educators in four government schools servicing the Phuenthsoling Municipality of Chukha, Bhutan, this research will look at the prevalence of such leadership. There were a total of 138 participants in this quantitative study, 134 of them were faculty members from four Government-funded institutions. Principals may better shape their mindsets and guide their schools to success with the guidance of transformational leadership. Therefore, the purpose of this research is to learn how often principals exhibit transformational leadership behaviours in the course of their regular administrative duties.
 The findings showed that school administrators demonstrated high levels of idealised influence, motivating inspiration, personalised concern, and intellectual stimulation.
 The results revealed that the principals of the four schools studied used transformational leadership strategies to a significant degree.
 This study will help further the growth of an institution by persuading current principals to adopt a transformational leadership style that will increase academic staff commitment and ultimately the institution's efficiency and longevity.

Okul Müdürlerinin Demokratik Liderlik Davranışlarının Okul Yönetim Becerilerine Etkisinin Değerlendirilmesi

The main purpose of this research is to evaluate the effect of democratic leadership behaviors of school principals on school management skills. Quantitative research method was used in this study. This study aimed to determine whether there is a meaningful relationship with the effect of the democratic leadership of Anatolian vocational high school principals on school management skills. relational screening model; These are exploratory models whose purpose is to Decipher the existence and/or degree of covariance between two or more variables. The research was conducted in Adana province. The universe of the research consists of 85 participants working in vocational high schools located in Adana province. The data obtained from the study were analyzed using the SPSS 22 program and the statistical data were converted into tables. The surveys were collected online through Google Forms. The data collected during the study were analyzed using the SPSS program. A normality test was performed to determine whether the data were distributed normally. In the study, Mann-Whitney U-test and Kruskal-Wallis-H test were used to examine the differences in terms of reliability test, factor analysis, frequency analysis and demographic factors. In addition, the Spearman correlation test was used to determine the relationship between the effect of the democratic leadership of vocational and technical Anatolian secondary school principals on school management skills. Dec. The school administration does not allow political, religious, ethnic and gender discrimination among the school staff, announces the orders and Decrees of the senior management to the teachers on time, avoids offensive and humiliating behavior, respects the decisions of the team. However, the school administration does not stand up to criticism. It does not encourage teachers to conduct self-assessment and does not develop informal relationships Decoupled between teachers. It does not define the vision and mission of the school with the teachers, does not share information about the program and work of the school with the teachers. According to the results of the regression analysis (R=0.79, R2=0.63, p<0.01), the democratic attitudes and behavior levels of school administrators explain 63% of the total distribution of their perceptions F (1,404) = 704.45. According to this result, it predicts the democratic attitudes and behaviors of the school administration. Key Words: School, Administrator, Democratic Leadership

Relationship Between School Principals' Narcissistic Leadership Behaviors and Teachers' Organizational Trust and Organizational Cynicism Levels (A Path Analysis Study)

As leaders of educational organizations, school principals can change teachers' perceptions of school positively or negatively with leadership styles they have. The purpose of this study is to determine in what direction and level the narcissistic leadership behaviors of school principals is related with teachers' organizational trust and cynicism levels according to teachers' perceptions. 397 teachers working in primary, secondary and high schools in Siirt/Turkey during the 2019-2020 academic year completed self-report surveys. Teachers' perceived organizational cynicism and perceived organizational trust were shown to have a negative and moderate relationship. This indicates that the increase in organizational cynicism ultimately decreases organizational trust. Also, 37% of the total variance in the organizational cynicism variable is explained by the behaviours of narcissistic leader. Furthermore, 52% of the total variance of organizational trust variable is explained on the basis of narcissistic leadership behaviors and a direct effect of organizational cynicism latent variable, as well as an indirect effect of narcissistic leadership behaviors through the organizational cynicism variable. As a result, the narcissistic leadership behaviors of school principals can damage organizational trust and increase organizational cynicism.

An Analysis of Instructional Leadership Studies in Türkiye: A Meta-Synthesis Study

Instructional leadership has a remarkable importance in student learning and school development in the international literature. This situation enables researchers to examine different aspects of instructional leadership. This study aims to synthesize qualitative research findings examining the instructional leadership behaviors of school principals in Türkiye. Meta-synthesis method was employed; thus, 21 studies that met the inclusion criteria were analyzed using this method. The studies constituting the study's data source were accessed by scanning the databases of ERIC, EBSCOhost, Google Scholar, YÖKTEZ (Council of Higher Education, National Thesis Center), and ULAKBİM (Turkish Academic Network and Information Center). As a result of the research, three themes were obtained: Instructional leadership behaviors, effects of instructional leadership, and factors hindering instructional leadership. Although the research results indicate positive relationships between instructional leadership and organizational effectiveness and development, the roles of school principals as instructional leaders in the Turkish education system, which has a centralized structure, are reflected in their actual daily practices to a limited extent. To this end, there is a need for more comprehensive empirical studies and evidence-based models of exactly how instructional leadership affects organizational development in the Turkish literature.

The Mediating and Moderating Effects of Knowledge Management in the Relationship between Technological Leadership Behaviors of School Principals and Data-Driven Decision-Making

The objective of this study is to contribute to the increasing database regarding the effects of school leadership on teachers’ data usage by investigating the relationship between the technological leadership behaviors of school principals and data-driven decision-making at their schools based on the mediating and moderating effects of the knowledge management variable. 408 teachers from 14 provinces of Turkey in the 2020-2021 academic year were included in the study. The School Principal Technological Leadership Competency Scale, the Knowledge Management Scale, and the Data-Driven Decision-Making in Schools Scale were used as data collection tools in this cross-sectional quantitative study. Descriptive statistics, correlation, and structural equation modeling (SEM) were used in data analysis. The study results demonstrate the school principals' practices of technological leadership, knowledge management at schools, and data-driven decision-making to be high. It has been found out in the study that knowledge management implementations play a mediating role in data-driven decision-making at schools by increasing the technological leadership competency levels of school principals, while not having a moderating effect on the relationship between technological leadership and data-driven decision-making. In addition, technological leadership and knowledge management have been identified to be significant and positive predictors of data-driven decision-making. Based on the study results, suggestions have been made to improve the technological leadership behaviors and knowledge management implementations of school principals at schools.

The Relationship Between Learning - Centered Leadership and Teachers’ Organizational Identitiy Perceptions

In the study, it is aimed to reveal whether there is a significant relationship between the learning-centered leadership behaviors of school principals and teachers' perceptions about organizational identity according to teachers' views. 266 teachers working in secondary education institutions in the central district of Bolu province in the 2020-2021 academic year who voluntarily participated in the study make up the study group of the research in which the relational screening method has been used. In the research, as for data collection tools, learning-centered leadership scale and teacher organizational identity perception scale have been used together with the personal information form. When the result of the research is considered, teachers' perceptions of learning-centered leadership and organizational identity are high. Variables such as gender, working time at the school, working time with the school principal do not make difference in teachers' views on learning-centered leadership and organizational identity perceptions. While the seniority variable creates a significant difference in the teachers' views on learning-centered leadership in the sub-dimensions of providing learning support, managing learning programs and being a model, it does not make difference in their perceptions of organizational identity. There is a positive, reasonable relationship between learning-centered leadership and organizational identity.

The Effect of Servant Leadership Behaviors of School Principals on Teachers’ Job Satisfaction

In this study, the effect of servant leadership behaviors of school principals on teachers’ job satisfaction was examined according to teacher opinions. A total of 434 teachers working in public schools in 12 provinces in different regions of Turkey participated in the research. In this study, casual-comparative and correlational survey models were used. Data were collected by using the “Servant Leadership Scale” and “Job Satisfaction Scale”. Descriptive and probative statistical techniques were used to analyze the data. As a result, it was determined that school principals’ servant leadership behaviors and teachers’ job satisfaction were high. It was also determined that the job satisfaction of teachers with a seniority of 21 years and above was higher than that of teachers with a seniority of 11-15 years. It was revealed that male teachers’ servant leadership perceptions were higher than female teachers. In addition, the results showed that there was a positive and moderate relationship between servant leadership and job satisfaction. The study also concluded that servant leadership was a significant predictor of teacher job satisfaction. Suggestions were made for practitioners and other researchers considering the results and limitations of the research.

Merkezi Sınavlarda Yüksek Performans Gösteren Okullardaki Müdürlerin Öğretim Liderliği Davranışlarını Etkileyen Faktörler

Bu araştırmada merkezi sınavlarda yüksek performans gösteren okullardaki müdürlerin öğretim liderliği davranışlarını etkileyen faktörleri ortaya çıkarmak amaçlanmıştır. Çoklu durum deseninde tasarlanan araştırma üç aşamada yürütülmüştür. Bunlar: durum ve katılımcıların belirlenmesi, veri toplama araçlarının oluşturularak pilot çalışma yapılması ve ana saha çalışmasıdır. Merkezi sınavlarda istikrarlı bir başarı geçmişi olan üç okulda görev yapan okul müdürleri ve dokuz öğretmen, araştırmanın katılımcılarını oluşturmaktadır. Yarı yapılandırılmış görüşmeler, gözlemler ve doküman incelemeleri ile toplanan veriler içerik analizi ile analiz edilmiştir. Durumlara ait bulgular, benzerlik ve farklılıklar açısından karşılaştırılarak sunulmuş ve kavramsal çerçeve temelinde üç temaya ulaşılmıştır. Araştırmanın sonuçları liderliği bağlam içinde incelemenin önemini ortaya koymaktadır. Bağlamsal faktörler, okul müdürlerinin öğretim liderliği pratiklerini destekleyen veya kısıtlayan yapılar olarak karar ve eylemlerini yönlendirmektedir. Buna göre okul müdürlerinin öğretim liderliği davranışları üzerinde geçmiş deneyimlerinin, kişisel ve mesleki inançlarının ve vizyonerlik, çalışkanlık, kararlılık vb. kişisel özelliklerinin etkili olduğu ortaya çıkmıştır. Ayrıca okul müdürlerinin öğretim liderliği davranışları üzerinde öğretmen, veli ve öğrenci profillerinin, okulların fiziki yapı ve donanımlarının, çevre desteğinin, yüksek beklentilerin de etkili olduğu tespit edilmiştir. Okul gelişimi ve öğrenci öğrenmesi üzerindeki etkisi birçok araştırmada vurgulanan öğretim liderliğinin etkilendiği faktörlerin ortaya çıkarılmasının yönetici ve politika yapıcıların reform çabalarına katkı sağlayacağı ve uygulayıcı olan okul müdürlerine rehberlik edebileceği düşünülmektedir.

The Views of Teachers on Authentic Leadership Behaviors of School Principals

Bu araştırmanın amacı, Erzurum’daki resmi ilkokullarda görev yapmakta olan öğretmenlerin okul yöneticilerinin otantik liderlik davranışlarına ilişkin görüşlerini incelemektir. Bu amaç doğrultusunda otantik liderliğin yönetim sürecindeki önemine, okul yöneticilerinin otantik liderlik özelliklerine ve bu özelliklerin geliştirilmesine ilişkin öğretmen görüşleri incelenmiştir. Araştırma, 2020-2021 eğitim-öğretim yılında Erzurum ili merkez ilçeleri içerisinde maksimum çeşitlilik ve kolay ulaşılabilir durum örneklemesi ile seçilen 20 öğretmenle gerçekleştirilmiştir. Araştırma, nitel araştırma desenlerinden olgu bilim deseni ile kurgulanmıştır. Araştırma verileri, araştırmacılar tarafından geliştirilen yarı yapılandırılmış görüşme formu kullanılarak toplanmıştır. Araştırma verilerinin analizinde içerik analizi kullanılmış ve sonuçlar doğrudan alıntılarla desteklenmiştir. Araştırma sonuçlarına göre, öğretmenlerin otantik lidere atfettiği özelliklerin otantik liderliğin içselleştirilmiş ahlak anlayışı, ilişkilerde şeffaflık, bilgiyi dengeli ve tarafsız değerlendirme ve öz farkındalık olmak üzere tüm boyutlarına vurgu yaptığı ortaya konmuştur. Otantik lider ile görev yapmanın öğretmenlerin özellikle psikolojik iyi oluşlarına ve akademik gelişimlerine olumlu yönde katkı sağlayacağı belirlenmiştir. It is one of the remarkable findings of the research that personality traits and external pressures are the main obstacles to school administrators to be authentic leaders.

The Effects of Leadership Behaviors of Secondary School Administrators on Staff Job Satisfaction in TRNC

Job satisfaction levels are important for people who spend most of their days at work. In the literature, there are studies on many factors that may affect the job satisfaction of employees. It is seen that the leadership behaviors of school principals affect teachers. This research aims to reveal the effects of school administrators’ leadership behaviors on teachers’ job satisfaction. A qualitative research technique was used in this study. Twenty-five secondary school teachers participated in this study. Research data were collected through a semi-structured interview form prepared by the researcher. The data were analyzed through the content analysis technique. The findings showed that the job satisfaction levels of the teachers were not sufficient, and the positive and negative leadership behaviors of the school principals affected the teacher job satisfaction.

Examination of the Relationship Between School Principals' Ethical Leadership Behaviors and Teachers' Organizational Trust Levels

In this study, the relationship between school principals’ ethical leadership behaviors and teachers’ organizational trust levels were examined. Sample of the study, which was designed in the correlational survey model, consists of 397 teachers working in two districts of Istanbul. Ethical Leadership Scale and Organizational Trust Scale were used throughout the study. Data obtained during the study were analyzed by arithmetic average, standard deviation, correlation analysis and regression analysis. According to the findings, teachers’ organizational trust, and their perceptions regarding ethical leadership behaviors of school principals were found to be at a high level. As a result of the correlation analysis, it was found that there was a moderately positive and statistically significant relationship between ethical leadership and organizational trust. On the other hand, it was determined that ethical leadership significantly predicted teachers’ organizational trust. The findings obtained were discussed in the light of the related literature and suggestions were presented.

Öğretmen Algılarına Göre Okul Müdürlerinin Eleştirel Liderlik Davranışlarının Okul İklimine Etkisi

The aim of the study is to determine whether school principals' critical leadership behaviors have an effect on the school climate. For this purpose, data were collected from 836 teachers working in different types of public schools in the province of Istanbul, using the relational survey model, by using the easily accessible sampling method. For the analysis of the data obtained through Demographic Information Form, Critical Leadership Scale and School Climate Scale, SPSS 22.0 package program was used. After the normality test, from the parametric tests; Pearson Product Moments correlation coefficient and multiple regression analyzes were performed. As a result of the findings, teachers' critical leadership and school climate perceptions were determined at a high level. According to teacher perceptions, a positive and moderate correlation emerged between the critical leadership behaviors of school principals and the school climate. In addition, it was concluded that critical leadership behaviors predict school climate. In the light of these findings, suggestions were made regarding the relationship between critical leadership and school climate.

Toxic leadership behaviours of school principals: a qualitative study

ABSTRACT This study investigates the toxic leadership behaviours of school principals. It used a qualitative research model. Data were acquired based on interviews with 55 teachers from six school districts spanning diverse educational levels in Kuwait. The coding and data analysis process revealed that 45% (n = 25) of the participants considered their principals to be toxic leaders. In addition, the results confirmed that toxic leadership practices fall into four main groups: human relations skills, authoritarian leadership, management skills, and professional ethics. From these four groups, nine themes emerged as the most prominent toxic leadership practices.