Fostering Authentic Leadership Behaviors in Palestinian Educational Institutions

Year 2023, Issue: 13, 1716 - 1739, 31.12.2023

Shadi Albanna , Sait Akbaşlı

https://doi.org/10.51531/korkutataturkiyat.1368454

Abstract

This study aimed to pinpoint the notions and characteristics of authentic leadership showing the degree of practicing it among secondary education. To this end, it offers a comprehensive vision that reinforces the authentic leadership behaviors in secondary education in Palestine. The data of the study was collected from secondary school teachers in the Gaza Strip, and the study sample consisted of (N=477) teachers. As for the study tool the researcher used the Arabic version of the authentic leadership scale developed by ALQ Avolio and colleagues (2007). To test the hypotheses of the study, the researcher analyzes the data obtained with the scales with descriptive methods.
Based on the research results, it was determined that the authentic leadership behaviors exhibited a moderate degree in secondary schools, this result shows that there is a need to enhance authentic leadership behaviors in educational Institutions. Furthermore, there were no variations in authentic leadership behaviors levels among the schools based on gender (male, female). However, disparities do emerge in the “Balanced Processing” and “Self-awareness” dimensions, where male participants excel in terms of balanced processing skills and self-awareness capabilities. As for educational type (Science, Literature), there were no variations in authentic leadership behaviors. Although no significant disparities were found in the Relational transparency, Balanced Processing, and Internalized moral perspective dimension, a significant difference was detected in the “Self-awareness” dimension. This outcome suggests that participants with a science education background tend to have stronger opinions in the self-awareness dimension compared to those with a literature education background.

Keywords

Authentic, leadership, behaviors.

Filistin Eğitim Kurumlarında Otantik Liderlik Davranışlarını Geliştirmek

Abstract

Bu çalışma, lise okullarda uygulanma derecesini gösteren otantik liderliğin özelliklerini belirlemeyi amaçlamıştır. Bu amaç doğrultusunda Filistin’de ortaöğretimde otantik liderlik davranışlarını güçlendiren kapsamlı bir vizyon sunmaktadır. Araştırmanın verileri Gazze Şeridi’ndeki lise okullarından toplanmış olup, örneklemini (N=477) öğretmenler oluşturmuştur. Araştırmacılar, araştırmanın aracı olarak ALQ Avolio ve arkadaşları (2007) tarafından geliştirilen otantik liderlik ölçeğinin Arapça versiyonunu kullanmıştır. Araştırmanın hipotezlerini test etmek için araştırmacılar, ölçeklerle elde edilen verileri betimsel analiz yöntemleri kullanarak incelemiştir.
Araştırma sonuçları, lise okullarında otantik liderlik davranışlarının orta düzeyde sergilediğini göstermiştir, bu sonuç, eğitim kurumlarında otantik liderlik davranışlarının geliştirilmesi gerekliliğini vurgulamaktadır. Ayrıca cinsiyete (erkek, kadın) göre okullar arasında otantik liderlik davranışı düzeylerinde farklılık bulunmamıştır. Ancak erkek katılımcıların dengeli değerlendirme becerileri ve öz farkındalık yetenekleri açısından üstün olduğu “ Dengeli Değerlendirme” ve “Öz Farkındalık” boyutlarında eşitsizlikler ortaya çıkıyor. Eğitim türüne (Fen, Edebiyat) bakıldığında ise otantik liderlik davranışlarında herhangi bir farklılık tespit edilmemiştir. İlişkilerde Şeffaflık, Dengeli Değerlendirme ve İçselleştirilmiş Ahlak Anlayışı boyutunda anlamlı bir farklılığa rastlanmazken, “Öz Farkındalık” boyutunda anlamlı bir farklılık saptanmıştır. Bu sonuç, fen bilgisi eğitimi geçmişine sahip katılımcıların, edebiyat eğitimi geçmişine sahip katılımcılarla karşılaştırıldığında öz farkındalık boyutunda daha güçlü görüşlere sahip olduğunu göstermektedir.

Keywords

Otantik, liderlik, davranışlar.

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