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Okul Kültüründe Karizmatik Liderin Rolü

Year 2020, Volume: 20 Issue: 86, 85 - 114, 31.03.2020

Abstract

Problem Durumu: Karizmatik liderler, okul kültürü için bir değerdir. Örgütlerin kültürel yapısının değişimini ve gelişimini sağlamada karizmatik liderler önemli bir rol oynayacağı söylenebilir. Bu sebeple daha önce yapılan araştırmaların Millî Eğitim Bakanlığına bağlı eğitim kurumları dışında olması ve bu iki değişkenle yapılan çalışmaların sınırlı sayıda olması sebebiyle okul müdürlerinin karizmatik liderlik stilleri okulların kültürlerini ne düzeyde etkilediğini saptamak amacıyla bu çalışma ortaya çıkmıştır. Bu araştırma, karizmatik liderlerin okul kültürlerinde oynadığı rolün analizine yönelik yapılmıştır. Karizmatik liderin okul kültüründeki rolünün belirlenmesi, okul yönetimi sürecinde uygulayıcılara ve araştırmacılara katkı sunabilir. Bu anlamda araştırmanın amacı, okul müdürlerinin öğretmenler tarafından algılanan karizmatik liderlik stilinin okul kültürüne etkisini incelemektir. Bu genel amaç doğrultusunda aşağıdaki alt amaçlara cevap aranmıştır.
i) Okul müdürlerinin öğretmenler tarafından algılanan karizmatik liderlik stili ile okul kültürü arasında anlamlı bir ilişki var mıdır?
ii) Okul müdürlerinin öğretmenler tarafından algılanan karizmatik liderlik stili, okul kültürünü yordamakta mıdır?

Araştırmanın Yöntemi: Bu araştırmada kamu okullarında görev yapan okul müdürlerinin öğretmenler tarafından algılanan karizmatik liderlik tarzı ile okul kültürü algısı arasındaki ilişkinin ve karizmatik liderlik tarzının, okul kültürünü yordayıp-yordamadığının belirlenmesi amaçlandığından nicel araştırma modellerinden ilişkisel tarama modeli kullanılmıştır. Araştırmanın evrenini, 2018-2019 eğitim öğretim yılı İstanbul ili Üsküdar ilçesinde kamu okullarında görev yapan öğretmenler oluşturmaktadır. Araştırmada tabakalı örneklem yöntemi kullanılmıştır. Tabakalı örneklem yöntemi kullanılırken ilk önce okullar ilkokul, ortaokul ve lise olarak üç tabakaya ayrıldıktan sonra bu okul türlerinden 5’er okul basit seçkisiz örnekleme yöntemi ile belirlenmiştir. Tabakalı örneklem yöntemi kullanılarak belirlenen okullardan toplam 490 öğretmen çalışmaya gönüllü katılmıştır. Katılımcı öğretmenin 294’ü (%60) kadın iken 196’sı (%40) erkektir. Öğretmenlerin 147’si (%30) ilkokullarda, 180’i (%36.7) ortaokullarda ve 163’ü (33.3) liselerde görev yapmaktadır. Bu araştırmada iki farklı ölçek kullanılmıştır. Öğretmenlerin okul kültürü algılarını belirlemek için Terzi (2005) tarafından geliştirilen 29 maddeden ve 4 alt boyuttan oluşan Okul Kültürü Ölçeği (OKÖ) kullanılmıştır. Okul Kültürü Ölçeği, destek kültürü, başarı kültürü, bürokratik kültür ve görev kültürü olarak dört alt boyuttan oluşmaktadır. Okul Kültürü Ölçeğinin bu araştırmada Cronbach Alpha güvenirlik katsayısı 0.904 olarak hesaplanmıştır. Öğretmenlerin karizmatik liderlik algılarını belirlemek için Conger ve Kanungo (1994) tarafından geliştirilen 24 maddeden ve 6 alt boyuttan (vizyon belirleme, çevresel duyarlılık, sıra dışı davranışlar sergileme, kişisel risk üstlenme, üye ihtiyaçlarına duyarlılık gösterme, statükoyu sürdürmeme) oluşan Karizmatik Liderlik Ölçeği (KLÖ) kullanılmıştır. Ölçek, Gül (2003) tarafından Türkçe’ye uyarlanmıştır. Ölçek, Karizmatik Liderlik Ölçeğinin bu araştırmada Cronbach Alpha güvenirlik katsayısı 0.948 olarak hesaplanmıştır. Veriler araştırmacı tarafından toplanmıştır. Araştırmada elde edilen veriler SPSS paket program kullanılarak analiz edilmiştir. Veriler, korelasyon ve regrasyon analizleri yapılarak çözümlenmiştir.


Bulgular:
Korelasyon analizine göre karizmatik liderlik ile bürokratik kültür düşük düzeyde; karizmatik liderlik ile görev kültürü, destek kültür ve başarı kültürü arasında orta düzeyde pozitif ve anlamlı bir ilişki vardır (p<.01). En yüksek anlamlı ilişki karizmatik liderlik stili ile başarı kültürü arasında iken (r=0.603; p<.01); en düşük anlamlı ilişki ise karizmatik liderlik ile bürokratik kültürü arasında (r=0.235; p<.01) olduğu görülmektedir. Karizmatik liderlik stilinin, (en yüksekten en düşüğe doğru sırayla) başarı kültürünü (R=.603, R²=.364, F=279.26, p<.000), destek kültürünü (R=.593, R²=.351, F=264.07, p<.000), görev kültürünü (R=.543, R²=.295, F=204.52, p<.000) ve bürokratik kültürü (R=.5235, R²=.055, F=28.42, p<.000) anlamlı bir şekilde yordadığı görülmektedir. Ancak karizmatik liderlik stili, bürokratik okulu kültürünü anlamlı bir şekilde yordasa da yordama düzeyi çok düşüktür. Okul müdürlerinin öğretmenler tarafından algılanan karizmatik liderlik stili, görev kültüründeki toplam varyansın %29’unu, destek kültüründeki toplam varyansın %35’ini, başarı kültüründeki toplam varyansın %36’sını ve bürokratik kültürdeki toplam varyansın %5’ini açıklamaktadır. Ancak bürokratik kültürdeki toplam varyans oranı anlamlı olsa da dikkate değer düzeyde değildir. B katsayısı karizmatik liderlik stili ile okul kültürleri arasında pozitif yönlü ilişki olduğunu göstermektedir. Standardize edilmiş regresyon katsayısına (β) göre yordayıcı değişken karizmatik liderlik stilindeki bir birimlik değişikliğin bağımlı değişken okul kültürleri üzerinde ne kadar değişiklik meydana getireceğini gösterir. Örneğin karizmatik liderlik stilindeki 0.453 birimlik artış, görev kültüründe 0.543 birimlik olumlu değişikliğe neden olmakta ve artırmaktadır. Başka bir ifadeyle okul müdürlerinin karizmatik liderlik stili, görev kültürünü, destek kültürünü ve başarı kültürünü olumlu yönde ve önemli düzeyde etkilemektedir.


Sonuç ve Öneriler:
Bu araştırmanın amacı doğrultusunda yapılan analizler sonucunda karizmatik liderlik ile bürokratik okul kültürü arasında düşük; başarı, destek ve görev kültürleri arasında pozitif yönde ve orta düzeyde anlamlı bir ilişki olduğu tespit edilmiştir. Okul müdürleri başarı, destek ve görev kültürlerini şekillendirmek için karizmatik liderlik özelliklerine sahip olması ve bu özelliklerini uygulamaları ile göstermesi gerektiği söylenebilir. Ayrıca öğretmen algılarına göre okul müdürlerinin karizmatik liderlik özelliklerinin, bürokratik okul kültürü hariç diğer başarı, görev ve destek kültürlerini önemli ve anlamlı düzeyde yordamaktadır. Başka bir ifadeyle okul müdürlerinin karizmatik liderlik özelliklerinin başarı, görev ve destek okul kültürlerini şekillendirirken önemli bir rol oynadığı ampirik olarak kanıtlanmıştır. Sonuçlar birlikte değerlendirildiğinde okul kültürünü tanıyan, anlayan ve etkileyen karizmatik liderlerin başarılı olabileceği söylenebilir. Müdürler, okul kültürünün oluşturulması, aktarımı ve değişiminde büyük bir potansiyele ve role sahip olduğunu anlamalıdır. Okul müdürlerinin okul kültürünü şekillendirmedeki karizmatik liderlik rolü vurgulanmalıdır. Müdürler, kültürün değişiminde ve yönetiminde önemli zaman, enerji ve kaynak harcamalıdır. Sonuç olarak, okul müdürleri için karizmatik liderlik ve okul kültürü alanlarında eğitim önerilebilir.

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The Role of Charismatic Leader in School Culture

Year 2020, Volume: 20 Issue: 86, 85 - 114, 31.03.2020

Abstract

Purpose: This study aims to investigate the level at which the charismatic leadership style of school principals perceived by teachers predicts the school culture.


Research Method:
The correlational model, a quantitative research model, was conducted. In this study, 490 teachers participated in Uskudar, Istanbul. The School Culture Scale (Terzi, 2005) and the Charismatic Leadership Scale (Conger & Kanungo, 1994) were used to measure the teacher’s perception of the charismatic leadership and school culture Correlation analysis was performed to identify the relationship between the charismatic leadership style and the school culture perceived by the teachers. Regression analysis was performed to determine whether the charismatic leadership style was a predictor of school culture.


Findings
: The findings obtained after the analyses showed that there was a significant positive relationship between the charismatic leadership and the success culture, support culture, mission culture, and bureaucratic culture and that the charismatic leadership style was a predictor of, respectively, the success culture, support culture, mission culture, and bureaucratic culture. The charismatic leadership explains 29% of the total variance in mission culture, 35% of the total variance in support culture, 36% of the total variance in success culture and 5% of the total variance in bureaucratic culture.


Implications for Research and Practice:
The charismatic leadership role of school principals in shaping the school culture should be emphasized. It may be suggested that charismatic leaders who manage the school culture effectively can be successful.

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There are 157 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Mustafa Ozgenel This is me

Publication Date March 31, 2020
Published in Issue Year 2020 Volume: 20 Issue: 86

Cite

APA Ozgenel, M. (2020). The Role of Charismatic Leader in School Culture. Eurasian Journal of Educational Research, 20(86), 85-114.
AMA Ozgenel M. The Role of Charismatic Leader in School Culture. Eurasian Journal of Educational Research. March 2020;20(86):85-114.
Chicago Ozgenel, Mustafa. “The Role of Charismatic Leader in School Culture”. Eurasian Journal of Educational Research 20, no. 86 (March 2020): 85-114.
EndNote Ozgenel M (March 1, 2020) The Role of Charismatic Leader in School Culture. Eurasian Journal of Educational Research 20 86 85–114.
IEEE M. Ozgenel, “The Role of Charismatic Leader in School Culture”, Eurasian Journal of Educational Research, vol. 20, no. 86, pp. 85–114, 2020.
ISNAD Ozgenel, Mustafa. “The Role of Charismatic Leader in School Culture”. Eurasian Journal of Educational Research 20/86 (March 2020), 85-114.
JAMA Ozgenel M. The Role of Charismatic Leader in School Culture. Eurasian Journal of Educational Research. 2020;20:85–114.
MLA Ozgenel, Mustafa. “The Role of Charismatic Leader in School Culture”. Eurasian Journal of Educational Research, vol. 20, no. 86, 2020, pp. 85-114.
Vancouver Ozgenel M. The Role of Charismatic Leader in School Culture. Eurasian Journal of Educational Research. 2020;20(86):85-114.