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İnovatif Okul Liderliği ve Girişimci Öğretmen Davranışlarının Okul Mutluluğu Üzerindeki Etkisi: Özel Okullar Örneği

Year 2023, Volume: 11 Issue: 1, 29 - 47, 30.06.2023

Abstract

Bu çalışma, özel okul öğretmeni algılarına göre yenilikçi okul liderliği ve girişimci öğretmen davranışlarının okul mutluluğu üzerindeki etkisini incelemektedir. Çalışma, tanımlayıcı ve ilişkisel tarama modelini kullanmıştır. Araştırmanın örneklemini 2022-2023 eğitim öğretim yılında Türkiye'de özel okullarda görev yapan 270 öğretmen oluşturmaktadır. Araştırmada okul müdürlerinin yenilikçi okul liderliği düzeyini belirlemek için yenilikçi okul liderliği ölçeği, girişimci öğretmen davranışı düzeyini belirlemek için girişimci öğretmen davranışı ölçeği ve okul mutluluk düzeyini belirlemek için okul mutluluğu ölçeği kullanılmıştır. Bulgular, özel okul öğretmenlerinin müdürlerin yenilikçi okul liderliği düzeyine ilişkin algılarının yüksek düzeyde olduğunu ortaya koymaktadır. Girişimci öğretmen davranışı düzeyine ilişkin algıları üst düzeydedir. Okul mutluluğu düzeyi algısı da üst düzeydedir. Bulgular, yenilikçi okul liderliği ile girişimci öğretmen davranışı arasında düşük, pozitif anlamlı bir ilişki olduğunu göstermiştir. Yenilikçi okul liderliği ile okul mutluluğu arasında yüksek, pozitif, anlamlı bir ilişki vardır. Girişimci öğretmen davranışları ile okul mutluluğu arasında orta düzeyde, pozitif ve anlamlı bir ilişki vardır. Yenilikçi okul liderliği ve girişimci öğretmen davranışları, okul mutluluğunu önemli ölçüde yordamaktadır.

References

  • Ağca, V., & Böyükaslan, H. D. (2016). The effect of entrepreneurship on social entrepreneurship in family-owned businesses: A research in Afyonkarahisar. Kastamonu Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 13, 201-220.
  • Akkaya, R. & Çetin, M. (2022). Entrepreneurial teacher behavior scale: A scale adaptation study. Millî Eğitim Dergisi, 51(234), 1473-1490.
  • Akyürek, M. İ. (2020). Innovation and innovation. International Journal of Leadership Studies: Theory and Practice, 3 (1), 15-24.
  • Akyürek, M. İ. (2022). Examining the relationship between school climate and happiness according to primary school students’ perceptions, Education 3-13. DOI: 10.1080/03004279.2022.2089711
  • Akyürek, M. İ. & Karabay, E. (2022). Developing innovative school leadership scale and teachers' views on innovative school leadership. Journal of Educational Leadership and Policy Studies, 6(1), 1-20.
  • Aurini, J., & Quirke, L. (2011). Does market competition encourage strategic action in the private education sector? Canadian Journal of Sociology, 36(2), 173e197
  • Borasi, R., & Finnigan, K. (2010). Entrepreneurial attitudes and behaviors that can help prepare successful change-agents in education. The New Educator, 6(1), 1-29.
  • Bulut, A. (2015). Perceptions of high school teachers' organizational happiness: A norm study (PhD Thesis). Gaziantep University, Turkey.
  • Büyüköztürk, Ş. (2013). Veri analizi el kitabı. Ankara: Pegem A.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2012). Bilimsel araştırma yöntemleri. Ankara: Pegem A.
  • Cunniff, D., Elder, D., & Padover, W. (2013), Innovative educational leadership through the cycle of change. Dubuque, IA: Kendall Hunt.
  • Drucker, P. F. (2002). The discipline of innovation. Harvard Business Review, 80(8), 95-102. http://www.ncbi.nlm.nih.gov/pubmed/12195923
  • Engels, N., Aelterman, A., Petegem, K. V., & Schepens, A. (2004). Factors which influence the well-being of pupils in Flemish secondary schools. Educational Studies, 30(2), 127-143.
  • Erdemet, F. (2017). Private high school principals' views about the process of innovation in education. (Unpublished master's thesis). İstanbul Kültür University, Turkey.
  • Eroğlu Bozkurt, B. (2019). The relationship between the innovation competence of vocational and technical anatolian high school principals and the innovativeness of the schools. (Unpublished master's thesis). Eskişehir Anadolu University, Turkey.
  • Ertong, C. (2018). Examining the factors which affect organizational happiness at schools. (Unpublished master's thesis). Gaziantep University, Turkey.
  • Fullan, M. G. (1972). Overview of the innovative process and the user. Interchange, 3(2-3), 1-46. https://link.springer.com/content/pdf/10.1007/BF02137634.pdf
  • George, D., & Mallery, M. (2010). SPSS for Windows step by step: A simple guide and reference, 17.0 update (10th ed.). Boston, MA: Pearson.
  • Gümüşlüoğlu, L. (2009). İnovasyon ve liderlik. Savunma Sanayii Gündemi (Ekim). Accessed from https://docplayer.biz.tr/4067945-Inovasyon-ve-liderlik.html
  • Gürbüz, S., & Şahin, F. (2014). Sosyal bilimlerde araştırma yöntemleri: Felsefe-yöntem-analiz. Ankara: Seçkin. Hair, J., Ringle, C., & Sarstedt, M. (2011). PLS-SEM: Indeed a silver bullet. Journal of Marketing Theory and Practice, 19(2), 139-151.
  • Hitt, M. A., Ireland, R. D., Camp, M. S., & Sexton, D. L. (2001). Guest editors’ introduction to the special issue strategic entrepreneurship: Entrepreneurial strategies for wealth creation. Strategic Management Journal, 22, 479–491.
  • Ho, M. C. S. (2018). Conceptualizing teachers’ entrepreneurial behavior: An exploratory review. International Journal of Liberal Arts and Social Science, 6(1), 14-28.
  • Karasar, N. (2015). Bilimsel araştırma yöntemi: Kavramlar, ilkeler, teknikler. Ankara: Nobel.
  • Kurt, A. (2016). School principals' innovation competences and school culture association (Bolu sample). (Unpublished master's thesis). Abant İzzet Baysal University, Turkey.
  • Maranto, R. (2015). Did the teachers destroy the school? Public entrepreneurship as creation and adaptation. Journal of School Leadership, 25(1), 69-101.
  • Marquardt, M. J. (2000). Action learning and leadership. The Learning Organization, 7(5), 233-240. Marron, J. M., & Cunniff, D. (2014). What is an innovative educational leader? Contemporary Issues in Education Research (CIER), 7(2), 145-150. https://doi.org/10.19030/cier.v7i2.8485
  • MNE (2022). 2022-2023 academic year education statistics. Accessed from https://sakarya.meb.gov.tr/ Moçoşoğlu, B., & Kaya, A. (2018). The relationship between organizational silence and organizational happiness levels of school principals and teachers: The sample of Şanlıurfa province. Harran Education Journal, 3(1), 52-70. http://dx.doi.org/10.22596/2018.0301.52.70
  • Neto, R. D. C. A., Picanco, R.V., Campbell, K., Polega, M., & Ochsankehl, T. (2020). Teamwork and entrepreneurial behavior among k-12 teachers in the United States. The Educational Forum 84(2), 179-193.
  • Oplatka, I. (2017). Empathy regulation among Israeli school principals: expression and suppression of major emotions in educational leadership. Journal of School Leadership, 27(1), 94-118.
  • Orphanos, S., & Orr, M. T. (2014). Learning leadership matters: The influence of innovative school leadership preparation on teachers’ experiences and outcomes. Educational Management Administration & Leadership, 42(5), 680-700.
  • Özgenel, M., & Bozkurt, B. N. (2020). The political skills of teachers as a factor predicting school happiness. Turkish Journal of Educational Studies, 7(2), 130-149.
  • Özgenel, M., & Canuylası, R. (2020). The effect of paternalist leadership behaviors of school principals on organizational happiness. Education & Technology, 3(1), 14-31.
  • Pamuk, K. (2022). Innovative leadership levels of secondary school teachers: The example of Ünye district. Educational &Social Sciences Journal, 9(5), 394-405. http://dx.doi.org/10.17121/ressjournal.3251
  • Sağlam, Ö. (2018). Private school administrators views and suggestions on innovation school concept at a private school in Istanbul (Unpublished master's thesis). İstanbul Kültür University, Turkey.
  • Sezer, Ş., & Can, E. (2019). School happiness: A scale development and implementation study. Eurasian Journal of Educational Research, 79, 167-190.
  • Selçuk, Ş. (2018). Administrators’ innovational competencies and organizational image perception in private high schools. (Unpublished master's thesis). Ankara Hacettepe University, Turkey.
  • Talebzadeh, F., & Samkan, M. (2011). Happiness for our kids in schools: A conceptual model. Procedia-Social and Behavioral Sciences, 29, 1462-1471.
  • Taş, S. (2017). Innovation, education and global innovation index. Bilge Uluslararası Sosyal Araştırmalar Dergisi, 1(1), 99-123.
  • Tösten, R., Avcı, Y. E., & Şahin, S. (2018). The relations between the organizational happiness and the organizational socialization perceptions of teachers: The sample of physical education and sport. European Journal of Educational Research, 7(1), 151-157. doi: 10.12973/eu-jer.7.1.151
  • Usaci, D. (2015). Predictors of professional entrepreneurial intention and behavior in the educational field. Procedia - Social and Behavioral Sciences,187, 178 -183.
  • Valenciano, J.P., Uribe-T, J., & Real, R. J. L. (2019). Entrepreneurship and education in the 21st century: Analysis and trends. Research. Journal of Entrepreneurship Education, 22(4), 1-20.
  • Van Dam, K., Schipper, M., & Runhaar, P. (2010). Developing a competency-based framework for teachers’ entrepreneurial behaviour. Teaching and Teacher Education, 26(4), 965-971.
  • Yaman, M. (2018). With the innovation competencies of school principals examining the relationship between school culture. (Unpublished master's thesis). İstanbul Sebahattin Zaim University Marmara University, Turkey.

The Impact of Innovative School Leadership and Entrepreneurial Teacher Behaviors on School Happiness: The Case of Private Schools

Year 2023, Volume: 11 Issue: 1, 29 - 47, 30.06.2023

Abstract

This study examined the effect of innovative school leadership and entrepreneurial teacher behaviors on school happiness according to private school teacher perceptions. The study employed a model of descriptive and relational scanning. The sample of the study consists of 270 teachers working in private schools in Turkey in the 2022-2023 academic year. In the study, innovative school leadership scale was used to determine the innovative school leadership level of principals, entrepreneurial teacher behavior scale to determine the level of entrepreneurial teacher behavior, and school happiness scale to determine the level of school happiness. The findings revealed that perceptions of private school teachers about innovative school leadership level of the principals are at a high level. Their perception of the level of entrepreneurial teacher behavior is at a high level. Perception of the level of school happiness is also at a high level. Findings showed that there is a low, positive significant relationship between innovative school leadership and entrepreneurial teacher behavior. There is a high, positive, significant relationship between innovative school leadership and school happiness. There is a moderate, positive, significant relationship between entrepreneurial teacher behaviors and school happiness. Innovative school leadership and entrepreneurial teacher behaviors significantly predict school happiness.

References

  • Ağca, V., & Böyükaslan, H. D. (2016). The effect of entrepreneurship on social entrepreneurship in family-owned businesses: A research in Afyonkarahisar. Kastamonu Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 13, 201-220.
  • Akkaya, R. & Çetin, M. (2022). Entrepreneurial teacher behavior scale: A scale adaptation study. Millî Eğitim Dergisi, 51(234), 1473-1490.
  • Akyürek, M. İ. (2020). Innovation and innovation. International Journal of Leadership Studies: Theory and Practice, 3 (1), 15-24.
  • Akyürek, M. İ. (2022). Examining the relationship between school climate and happiness according to primary school students’ perceptions, Education 3-13. DOI: 10.1080/03004279.2022.2089711
  • Akyürek, M. İ. & Karabay, E. (2022). Developing innovative school leadership scale and teachers' views on innovative school leadership. Journal of Educational Leadership and Policy Studies, 6(1), 1-20.
  • Aurini, J., & Quirke, L. (2011). Does market competition encourage strategic action in the private education sector? Canadian Journal of Sociology, 36(2), 173e197
  • Borasi, R., & Finnigan, K. (2010). Entrepreneurial attitudes and behaviors that can help prepare successful change-agents in education. The New Educator, 6(1), 1-29.
  • Bulut, A. (2015). Perceptions of high school teachers' organizational happiness: A norm study (PhD Thesis). Gaziantep University, Turkey.
  • Büyüköztürk, Ş. (2013). Veri analizi el kitabı. Ankara: Pegem A.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2012). Bilimsel araştırma yöntemleri. Ankara: Pegem A.
  • Cunniff, D., Elder, D., & Padover, W. (2013), Innovative educational leadership through the cycle of change. Dubuque, IA: Kendall Hunt.
  • Drucker, P. F. (2002). The discipline of innovation. Harvard Business Review, 80(8), 95-102. http://www.ncbi.nlm.nih.gov/pubmed/12195923
  • Engels, N., Aelterman, A., Petegem, K. V., & Schepens, A. (2004). Factors which influence the well-being of pupils in Flemish secondary schools. Educational Studies, 30(2), 127-143.
  • Erdemet, F. (2017). Private high school principals' views about the process of innovation in education. (Unpublished master's thesis). İstanbul Kültür University, Turkey.
  • Eroğlu Bozkurt, B. (2019). The relationship between the innovation competence of vocational and technical anatolian high school principals and the innovativeness of the schools. (Unpublished master's thesis). Eskişehir Anadolu University, Turkey.
  • Ertong, C. (2018). Examining the factors which affect organizational happiness at schools. (Unpublished master's thesis). Gaziantep University, Turkey.
  • Fullan, M. G. (1972). Overview of the innovative process and the user. Interchange, 3(2-3), 1-46. https://link.springer.com/content/pdf/10.1007/BF02137634.pdf
  • George, D., & Mallery, M. (2010). SPSS for Windows step by step: A simple guide and reference, 17.0 update (10th ed.). Boston, MA: Pearson.
  • Gümüşlüoğlu, L. (2009). İnovasyon ve liderlik. Savunma Sanayii Gündemi (Ekim). Accessed from https://docplayer.biz.tr/4067945-Inovasyon-ve-liderlik.html
  • Gürbüz, S., & Şahin, F. (2014). Sosyal bilimlerde araştırma yöntemleri: Felsefe-yöntem-analiz. Ankara: Seçkin. Hair, J., Ringle, C., & Sarstedt, M. (2011). PLS-SEM: Indeed a silver bullet. Journal of Marketing Theory and Practice, 19(2), 139-151.
  • Hitt, M. A., Ireland, R. D., Camp, M. S., & Sexton, D. L. (2001). Guest editors’ introduction to the special issue strategic entrepreneurship: Entrepreneurial strategies for wealth creation. Strategic Management Journal, 22, 479–491.
  • Ho, M. C. S. (2018). Conceptualizing teachers’ entrepreneurial behavior: An exploratory review. International Journal of Liberal Arts and Social Science, 6(1), 14-28.
  • Karasar, N. (2015). Bilimsel araştırma yöntemi: Kavramlar, ilkeler, teknikler. Ankara: Nobel.
  • Kurt, A. (2016). School principals' innovation competences and school culture association (Bolu sample). (Unpublished master's thesis). Abant İzzet Baysal University, Turkey.
  • Maranto, R. (2015). Did the teachers destroy the school? Public entrepreneurship as creation and adaptation. Journal of School Leadership, 25(1), 69-101.
  • Marquardt, M. J. (2000). Action learning and leadership. The Learning Organization, 7(5), 233-240. Marron, J. M., & Cunniff, D. (2014). What is an innovative educational leader? Contemporary Issues in Education Research (CIER), 7(2), 145-150. https://doi.org/10.19030/cier.v7i2.8485
  • MNE (2022). 2022-2023 academic year education statistics. Accessed from https://sakarya.meb.gov.tr/ Moçoşoğlu, B., & Kaya, A. (2018). The relationship between organizational silence and organizational happiness levels of school principals and teachers: The sample of Şanlıurfa province. Harran Education Journal, 3(1), 52-70. http://dx.doi.org/10.22596/2018.0301.52.70
  • Neto, R. D. C. A., Picanco, R.V., Campbell, K., Polega, M., & Ochsankehl, T. (2020). Teamwork and entrepreneurial behavior among k-12 teachers in the United States. The Educational Forum 84(2), 179-193.
  • Oplatka, I. (2017). Empathy regulation among Israeli school principals: expression and suppression of major emotions in educational leadership. Journal of School Leadership, 27(1), 94-118.
  • Orphanos, S., & Orr, M. T. (2014). Learning leadership matters: The influence of innovative school leadership preparation on teachers’ experiences and outcomes. Educational Management Administration & Leadership, 42(5), 680-700.
  • Özgenel, M., & Bozkurt, B. N. (2020). The political skills of teachers as a factor predicting school happiness. Turkish Journal of Educational Studies, 7(2), 130-149.
  • Özgenel, M., & Canuylası, R. (2020). The effect of paternalist leadership behaviors of school principals on organizational happiness. Education & Technology, 3(1), 14-31.
  • Pamuk, K. (2022). Innovative leadership levels of secondary school teachers: The example of Ünye district. Educational &Social Sciences Journal, 9(5), 394-405. http://dx.doi.org/10.17121/ressjournal.3251
  • Sağlam, Ö. (2018). Private school administrators views and suggestions on innovation school concept at a private school in Istanbul (Unpublished master's thesis). İstanbul Kültür University, Turkey.
  • Sezer, Ş., & Can, E. (2019). School happiness: A scale development and implementation study. Eurasian Journal of Educational Research, 79, 167-190.
  • Selçuk, Ş. (2018). Administrators’ innovational competencies and organizational image perception in private high schools. (Unpublished master's thesis). Ankara Hacettepe University, Turkey.
  • Talebzadeh, F., & Samkan, M. (2011). Happiness for our kids in schools: A conceptual model. Procedia-Social and Behavioral Sciences, 29, 1462-1471.
  • Taş, S. (2017). Innovation, education and global innovation index. Bilge Uluslararası Sosyal Araştırmalar Dergisi, 1(1), 99-123.
  • Tösten, R., Avcı, Y. E., & Şahin, S. (2018). The relations between the organizational happiness and the organizational socialization perceptions of teachers: The sample of physical education and sport. European Journal of Educational Research, 7(1), 151-157. doi: 10.12973/eu-jer.7.1.151
  • Usaci, D. (2015). Predictors of professional entrepreneurial intention and behavior in the educational field. Procedia - Social and Behavioral Sciences,187, 178 -183.
  • Valenciano, J.P., Uribe-T, J., & Real, R. J. L. (2019). Entrepreneurship and education in the 21st century: Analysis and trends. Research. Journal of Entrepreneurship Education, 22(4), 1-20.
  • Van Dam, K., Schipper, M., & Runhaar, P. (2010). Developing a competency-based framework for teachers’ entrepreneurial behaviour. Teaching and Teacher Education, 26(4), 965-971.
  • Yaman, M. (2018). With the innovation competencies of school principals examining the relationship between school culture. (Unpublished master's thesis). İstanbul Sebahattin Zaim University Marmara University, Turkey.
There are 43 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Makaleler
Authors

Muhammet İbrahim Akyürek 0000-0001-9122-471X

Erkan Göktaş 0000-0002-3150-0142

Publication Date June 30, 2023
Submission Date March 14, 2023
Published in Issue Year 2023 Volume: 11 Issue: 1

Cite

APA Akyürek, M. İ., & Göktaş, E. (2023). İnovatif Okul Liderliği ve Girişimci Öğretmen Davranışlarının Okul Mutluluğu Üzerindeki Etkisi: Özel Okullar Örneği. Anadolu Eğitim Liderliği Ve Öğretim Dergisi, 11(1), 29-47.