The Relationship Between Project School Principals‘ Transformational Leadership Practices and Teachers’ Individual Innovativeness Levels

Çilem Aksu; Sait Akbaşlı

doi:10.33418/education.1630184

EN TR

The Relationship Between Project School Principals‘ Transformational Leadership Practices and Teachers’ Individual Innovativeness Levels

Abstract

This study explores the transformational leadership behaviours of principals in project schools and their influence on teachers' individual innovativeness. Conducted with 351 teachers from project schools in Çankaya, Ankara, during the 2023-2024 academic year, the study utilized the Transformational Leadership Scale (Taş & Çetiner, 2011) and the Individual Innovativeness Scale (Ovacı & Saatçi, 2020). Data were analysed using SPSS 22, employing descriptive statistics, correlation, and regression analyses. The results reveal that teachers perceive principals as frequently exhibiting transformational leadership behaviours, while teachers’ innovativeness is rated as “good.” Female teachers reported higher levels of individual innovativeness compared to male teachers, although there was no significant gender difference in perceptions of leadership behaviours. Variables such as age, education, seniority, and time working with the principal showed no significant impact. However, fine arts teachers had higher perceptions of principals’ transformational leadership behaviours compared to teachers in other branches. Finally, transformational leadership behaviours of principals were found to significantly predict the individual innovativeness levels of teachers. These findings indicate that transformational leadership positively affects teachers’ capacity to generate and implement new ideas. Therefore, fostering supportive and trust-based school cultures, encouraging collaboration across disciplines, and providing principals with opportunities for professional development and mentorship can further strengthen innovation. Promoting transformational leadership and valuing every teacher’s potential may create sustainable environments that nurture creativity and continuous improvement in education.

Keywords

project school principals, transformational leadership, individual innovativeness

Proje Okul Müdürlerinin Dönüşümcü Liderlik Uygulamaları ile Öğretmenlerin Bireysel Yenilikçilik Düzeyleri Arasındaki İlişki

Abstract

Bu çalışma, proje okullarındaki müdürlerin dönüşümcü liderlik davranışlarını ve bu davranışların öğretmenlerin bireysel yenilikçiliği üzerindeki etkisini araştırmaktadır. 2023-2024 eğitim-öğretim yılında Ankara Çankaya'daki proje okullarından 351 öğretmenle yürütülen çalışmada Dönüşümcü Liderlik Ölçeği (Taş ve Çetiner, 2011) ve Bireysel Yenilikçilik Ölçeği (Ovacı ve Saatçi, 2020) kullanılmıştır. Veriler SPSS 22 kullanılarak betimsel istatistikler, korelasyon ve regresyon analizleri ile analiz edilmiştir. Sonuçlar, öğretmenlerin müdürleri sıklıkla dönüşümcü liderlik davranışları sergileyen kişiler olarak algıladıklarını ve öğretmenlerin yenilikçiliklerinin “iyi” olarak değerlendirildiğini ortaya koymaktadır. Kadın öğretmenler erkek öğretmenlere kıyasla daha yüksek düzeyde bireysel yenilikçilik bildirirken, liderlik davranışlarına ilişkin algılarda cinsiyet açısından anlamlı bir fark bulunmamıştır. Yaş, eğitim, kıdem ve müdürle çalışma süresi gibi değişkenler önemli bir etki göstermemiştir. Ancak, güzel sanatlar öğretmenlerinin müdürlerinin dönüşümcü liderlik davranışlarına ilişkin algıları diğer branşlardaki öğretmenlere kıyasla daha yüksektir. Son olarak, müdürlerin dönüşümcü liderlik davranışlarının öğretmenlerin bireysel yenilikçilik düzeylerini anlamlı bir şekilde yordadığı bulunmuştur. Bu bulgular, dönüşümcü liderliğin öğretmenlerin yeni fikirler üretme ve uygulama kapasitesini olumlu yönde etkilediğini göstermektedir. Bu nedenle, destekleyici ve güvene dayalı okul kültürlerinin teşvik edilmesi, disiplinler arası iş birliğinin artırılması ve okul yöneticilerine mesleki gelişim ile mentörlük fırsatlarının sunulması yenilikçiliği daha da güçlendirebilir. Dönüşümcü liderliğin teşvik edilmesi ve her öğretmenin potansiyelinin değer görmesi, eğitimde yaratıcılığı ve sürekli gelişimi besleyen sürdürülebilir ortamlar oluşturabilir.

Keywords

proje okulu müdürü, dönüşümcü liderlik, bireysel yenilikçilik

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Education Management, Leadership in Education, Educational Administration, Supervision, Planning and Economics (Other)

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Çilem Aksu ^*
0009-0008-2809-6485
Türkiye

Sait Akbaşlı
0000-0001-9406-8011
Türkiye

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December 12, 2025

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January 30, 2025

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October 23, 2025

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Year 2025 Number: 59

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https://doi.org/10.33418/education.1630184

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https://izlik.org/JA44UE66ZS

APA

Aksu, Ç., & Akbaşlı, S. (2025). The Relationship Between Project School Principals‘ Transformational Leadership Practices and Teachers’ Individual Innovativeness Levels. Educational Academic Research, 59, 92-112. https://doi.org/10.33418/education.1630184

AMA

1.Aksu Ç, Akbaşlı S. The Relationship Between Project School Principals‘ Transformational Leadership Practices and Teachers’ Individual Innovativeness Levels. Educational Academic Research. 2025;(59):92-112. doi:10.33418/education.1630184

Chicago

Aksu, Çilem, and Sait Akbaşlı. 2025. “The Relationship Between Project School Principals‘ Transformational Leadership Practices and Teachers’ Individual Innovativeness Levels”. Educational Academic Research, nos. 59: 92-112. https://doi.org/10.33418/education.1630184.

EndNote

Aksu Ç, Akbaşlı S (December 1, 2025) The Relationship Between Project School Principals‘ Transformational Leadership Practices and Teachers’ Individual Innovativeness Levels. Educational Academic Research 59 92–112.

IEEE

[1]Ç. Aksu and S. Akbaşlı, “The Relationship Between Project School Principals‘ Transformational Leadership Practices and Teachers’ Individual Innovativeness Levels”, Educational Academic Research, no. 59, pp. 92–112, Dec. 2025, doi: 10.33418/education.1630184.

ISNAD

Aksu, Çilem - Akbaşlı, Sait. “The Relationship Between Project School Principals‘ Transformational Leadership Practices and Teachers’ Individual Innovativeness Levels”. Educational Academic Research. 59 (December 1, 2025): 92-112. https://doi.org/10.33418/education.1630184.

JAMA

1.Aksu Ç, Akbaşlı S. The Relationship Between Project School Principals‘ Transformational Leadership Practices and Teachers’ Individual Innovativeness Levels. Educational Academic Research. 2025;:92–112.

MLA

Aksu, Çilem, and Sait Akbaşlı. “The Relationship Between Project School Principals‘ Transformational Leadership Practices and Teachers’ Individual Innovativeness Levels”. Educational Academic Research, no. 59, Dec. 2025, pp. 92-112, doi:10.33418/education.1630184.

Vancouver

1.Çilem Aksu, Sait Akbaşlı. The Relationship Between Project School Principals‘ Transformational Leadership Practices and Teachers’ Individual Innovativeness Levels. Educational Academic Research. 2025 Dec. 1;(59):92-112. doi:10.33418/education.1630184

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The Relationship Between Project School Principals‘ Transformational Leadership Practices and Teachers’ Individual Innovativeness Levels

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Proje Okul Müdürlerinin Dönüşümcü Liderlik Uygulamaları ile Öğretmenlerin Bireysel Yenilikçilik Düzeyleri Arasındaki İlişki

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