Merkezi Bir Eğitim Sisteminde Okul Müdürlerinin Dönüşümsel Liderlik Uygulamaları ile Öğretmenlerin Yenilikçi İş Davranışlarını İlişkilendirme

Öz

Bu araştırmanın temel amacı, merkezi bir eğitim sisteminde okul müdürlerinin dönüşümcü liderlik davranışlarının öğretmenlerin yenilikçi iş davranışlarındaki rolünü açıklamaktır. Araştırmanın odak noktası, okul müdürlerinin liderlik uygulamalarının Türkiye'deki öğretmenlerin yenilikçi iş davranışlarını ne ölçüde yordayabileceğini ortaya koymaktır. Ayrıca, öğretmenlerin yenilikçi davranışlarını teşvik etmede önemli bir etkisi olabilecek dönüşümcü liderlik uygulamalarını belirlemek amaçlanmıştır. Bu amaşlara ulaşmak için ilişkisel bir araştırma deseni benimsenmiş ve tahmin modelinde çoklu regresyon analizi yapılmıştır. Araştırmanın çalışma grubunda toplam 323 öğretmen yer almıştır. Analizler sonucunda, okul müdürlerinin sergilediği belirli dönüşümcü liderlik uygulamalarının öğretmenlerin yenilikçi çalışma davranışlarıyla önemli bir ilişkisi olduğunu belirlenmiştir. Özellikle, ortak bir vizyon oluşturma, mevcut süreçlere meydan okuma ve rol model olma, öğretmenler arasında yenilikçilik konusunda önemli liderlik davranışları olarak belirlenmiştir. Öte yandan, kalbi cesaretlendirme ve diğerlerinin harekete geçmesini sağlama, önemli olmakla birlikte, öğretmenler arasında yenilikçi davranışları teşvik etmede nispeten daha az etkili bulunmuştur. Farklı regresyon modellerinde açıklanan varyans oranlarını dikkate alarak, okul müdürlerinin öğretmenlerin yenilikçi çalışma davranışlarını önemli ölçüde geliştirme potansiyeline sahip oldukları söylenebilir. Bu bulgular, özellikle merkezi bir eğitim yapısı içinde eğitim politikası ve uygulaması için önemli sonuçlar taşımaktadır. Öğretmenler arasında yeniliği teşvik eden dönüşümcü liderlik uygulamalarının tanınması, geliştirilmesi, ve önceliklendirilmesi eğitim sisteminin genel etkinliğine olumlu bir etki yapması açısından önemlidir.

Anahtar Kelimeler

• dönüşümcü liderlik
• yenilikçi iş davranışı
• yenilik
• merkezi eğitim sistemi.

Linking School Principals’ Transformational Leadership Practices and Teachers’ Innovative Work Behaviors in a Centralized Educational System

Öz

The primary objective of this research was to examine how transformational leadership practices employed by school principals in a centralized educational system influence teachers' innovative work behaviors. Our focus was on investigating the extent to which principals' leadership practices could predict and enhance teachers' innovative behaviors in Türkiye. Furthermore, we aimed to identify specific leadership practices that have a significant impact on promoting teachers' innovative behaviors. To achieve these goals, a correlational research design was adopted, and multiple regression analysis was conducted in prediction model. A total of 323 teachers participated in the study. Through our analysis, we discovered that certain transformational leadership practices exhibited by school principals had a noteworthy association with teachers' innovative work behavior. Specifically, inspiring a shared vision, challenging existing processes, and serving as role models were identified as crucial leadership behaviors in fostering innovation among teachers. On the other hand, while encouraging the heart and enabling others to act were found to be important, they were comparatively less influential in driving innovative behaviors among teachers. By considering the amount of variation explained in various regression models, we can confidently assert that principals possess the potential to significantly enhance teachers' innovative work behavior. These findings carry important implications for policy and practice in the realm of education, particularly within a centralized educational structure. It is essential to recognize and prioritize the cultivation of transformational leadership practices that promote innovation among teachers, as this can positively impact the overall effectiveness of the educational system.

Anahtar Kelimeler

• transformational leadership; innovative work behavior; innovation; centralized educational system.

Kaynakça

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