An Examination of the Creative Leadership Skills of Pre-School Administrators and Teachers

Banu Dikmen Ada; Rengin Zembat

doi:10.24331/ijere.980294

EN TR

An Examination of the Creative Leadership Skills of Pre-School Administrators and Teachers

Abstract

This study aimed to determine whether creative leadership characteristics of administrators and teachers working at state/private pre-schools and institutions with a pre-school vary according to the type of post variable. It was carried out as a survey. Its universe consisted of administrators and teachers working at state/private pre-schools and institutions with a pre-school in central districts of Eskişehir. Data collection tools used in the study are: “Personal Information Form” to gather information about the demographic characteristics of administrators and teachers, and “Creative Leadership Scale” designed by the researcher to examine the creative leadership skills of administrators and teachers. Results obtained in the study are as follows: exploratory factor analysis values for the Creative Leadership Scale KMO=,964, x2 Barlett test (5671) =40508,971 p=,000, and Cronbach Alfa coefficient of the total scale is 0,986. It was found out in the study that there is a meaningful difference in favour of teachers in the scores from the scales and sub scales of teachers and administrators according to the type of post variable. It was seen that teachers’ characteristics in the scale and the sub scales are higher compared to the administrators.

Keywords

Administrator , Creative Leadership , Pre-school Education , Teacher

An Examination of the Creative Leadership Skills of Pre-School Administrators and Teachers

Öz

This study aimed to determine whether creative leadership characteristics of administrators and teachers working at state/private pre-schools and institutions with a pre-school vary according to the type of post variable. It was carried out as a survey. Its universe consisted of administrators and teachers working at state/private pre-schools and institutions with a pre-school in central districts of Eskişehir. Data collection tools used in the study are: “Personal Information Form” to gather information about the demographic characteristics of administrators and teachers, and “Creative Leadership Scale” designed by the researcher to examine the creative leadership skills of administrators and teachers. Results obtained in the study are as follows: exploratory factor analysis values for the Creative Leadership Scale KMO=,964, x2 Barlett test (5671) =40508,971 p=,000, and Cronbach Alfa coefficient of the total scale is 0,986. It was found out in the study that there is a meaningful difference in favour of teachers in the scores from the scales and sub scales of teachers and administrators according to the type of post variable. It was seen that teachers’ characteristics in the scale and the sub scales are higher compared to the administrators.

Anahtar Kelimeler

Creative leadership , preschool education , administrator , teacher

Kaynakça

Agbor, E. (2008). Creativity and innovation: the leadership dynamics. Journal of Strategic Leadership, 1(1), 39-45.
Akbaba-Altun, S. ve Çakan, M. (2008). Öğrencilerin sınav başarılarına etki eden faktörler: LGS/ÖSS sınavlarındaki başarılı iller örneği [Factors Affecting Student Success on Exams: The case of Sucessful cities on LGS/ÖSS Exams]. Elementary Education Online, 7(1), 157-173.
Aksay, K. (2015). Örgüt yapılarında yaşanan değişimler ve modern örgüt tiplerinin incelenmesi. Kent Akademisi, 8 (23), s.111-128.
Arı, M. (2005). Türkiye’de erken çocukluk eğitimi ve kalitenin önemi. M. Sevinç. (Ed.). Erken çocuklukta gelişim ve eğitimde yeni yaklaşımlar 1 (31-36). İstanbul. Morpa Kültür Yayınları.
Avcı, U. ve Topaloğlu, C. (2009). Hiyerarşik kademelere göre liderlik davranışlarını algılama farklılıkları: otel çalışanları üzerinde bir araştırma [The Differences in Perceptions of Leadership Behaviors on Hierarchical Levels: An Investigation on Hospitality Employees]. KMU İİBF Dergisi,11 (16), 1-20.
Balcı, A. (1993). Etkili Okul. Yavuz Dağıtım.
Benibol, H. (2015). Okul öncesi eğitiminden sorumlu müdürlerin liderlik stillerinin öğretmenlerin iş doyumu üzerine etkisi / Effects of leadership styles of the preschool principals on teachers' job satisfaction (Yayımlanmamış Yüksek Lisans Tezi). Maltepe Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul.
Bilir, Ş. (1993). Okul öncesi eğitimin önemi ve yararları. Milli Eğitim Bakanlığı.
Boydak, Özan M. ve Erten, P. (2008). Okul yöneticilerinin bilgi yönetimi becerilerine ilişkin öğretmen görüşleri (Elazığ İli örneği) [Teachers’ Views Towards School Administrators’ Knowledge Management Skills]. GAU J. Soc. & Appl. Sci., 3(6), 67-81.
Cerit, Y. (2008). İlköğretim okulu müdürlerinin hizmet yönelimli liderlik davranışlarının öğretmenlerin tükenmişliklerine etkisi [The Effects of Servant Leadership Behaviors of Primary School Principals on Teachers’ Burnout]. Kuram ve Uygulamada Eğitim Yönetimi, 55, 547-570.

Creswell, J. W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research (4. Baskı). Pearson Education Inc.
Çakan, M. (2002). Bilimsel stil ile zekâ kavramlarının öğrenci başarısı açısından irdelenmesi ve taşıdıkları önem. Eğitim Araştırmaları Dergisi, 8, 86 – 95.
Çelebi, S. (2009). Özel ve kamu ilköğretim okullarında görev yapan müdürlerin göstermiş oldukları öğretim liderliği davranışlarına ilişkin öğretmenlerin ve müdür yardımcılarının algıları (Yayınlanmamış Yüksek Lisans Tezi). Mersin Üniversitesi, Sosyal Bilimler Enstitüsü.
Çelik, V. (2007). Eğitimsel liderlik. Pegama Yayıncılık. Dördüncü Baskı.
Çek F. (2011). Bağımsız anaokulu ve ilköğretim okulu müdürlerinin kültürel liderlik davranışları ile okul öncesi öğretmenlerinin iş doyumu arasındaki ilişki. (Yayımlanmamış yüksek lisans tezi). Dokuz Eylül Üniversitesi, İzmir.
Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8 (1).
Duran, A. (2014). Okul öncesi çağı çocuklarında liderlik eğitimi, (Yayımlanmamış Yüksek Lisans Tezi), Yıldız Teknik Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul.
Durukan, H, Bayındır, A. (2018). Okul öncesi eğitim yöneticilerinin liderlik rollerini gerçekleştirme düzeylerinin öğretmen görüşlerine göre değerlendirilmesi [Evaluation of Pre-School Education Administrators’ Levels of Leadership Roles According to Teachers’ Perceptions]. Eğitimde Kuram ve Uygulama, 14 (4), 376-388.
Efil, İ. (1996). İşletmelerde yönetim ve organizasyon, Bursa: Uludağ Üniversitesi Güçlendirme Vakfı Yayınları.
Eren, E. (2008). Yönetim ve organizasyon: çağdaş ve küresel yaklaşımlar. Beta Basım Yayım. Sekizinci Basım.
Gurbetoğlu, A ve Genç-Yücel, B. (2019). Okulöncesi eğitim kurumu yöneticilerinin liderlik stilleri ile öğretmenlerin iş doyumu arasındaki ilişkinin incelenmesi,[ An Investigation of the Relationship between Leadership Styles of the Preschool Managers and Teachers’ Job Satisfaction] Temel Eğitim Dergisi, 1(2), 6-19.
Gürkan, T. (2005). Öğretmen nitelikleri, görev ve sorumlulukları. A. Oktay ve Ö. Polat Unutkan (Der). Okul öncesi eğitimde güncel konular (25-45). Morpa Yayınları.
Heyns, M. M., McCallaghan S. ve Roos, C. E. (2021). Creative leadership and employee work wellness: Supervisor support as a mediator. Journal of Psychology in Africa, vol. 31, no. 1, 12–18.
İskele, A. (2009). İlköğretim okulu yöneticilerinin etik liderlik davranışlarının okullardaki yaratıcı iklim üzerine etkisi [The effect of primary school principals? ethical leadership behaviour on creative climate in primary schools]. (Yayınlanmamış Yüksek Lisans Tezi). Antalya Akdeniz Üniversitesi, Sosyal Bilimler Enstitüsü.
Jacobsen, M.E. (2009). Moral leadership, effective leadership, and ıntellectual giftedness: problems, parallels, and possibilities. D. Ambrose, T. Cross (eds.), Morality, Ethics, and Gifted Minds, 29-46.
Karasar, N. (2012). Bilimsel araştırma yöntemi. [Scientific Research Method]. Nobel Yayın Dağıtım.
Katz-Buonincontro, J. (2005, April 14) Does arts-based learning enhance leadership? case studies of creativity-oriented executive ınstitutes university of oregon american educational research association annual meeting division a-administration: Leading for Learning Paper Session. Retrieved from, http://darkwing.uoregon.edu/~jenela/Final_Aera_2005_Jkb.pdf.
Koçel, T. (2007), İşletme yöneticiliği, yönetim ve organizasyon, organizasyonlarda davranış, klasik-modern-çağdaş ve güncel yaklaşımlar. Beta Basım. 11. Basım.
Maınemelıs, C., Kark, R. ve Epıtropakı, O. (2015). Creative Leadership: A Multi-Context Conceptualization. The Academy of Management Annals, Vol. 9, No. 1, 393–482.
Moolenaar, N. M, Daly, A. J. ve Sleegers P.J. C. (2010). Occupying the principal position: examining relationships between ınnovative climate transformational leadership, social network position, and schools' innovative Climate. Educational Administration Quarterly, 46, 623-670.
Mumford M. and D, Ginamarie, M., Scott, Gaddis, B. and Jill, M.(2002). Strange leading creative people: orchestrating expertise and relationships. The Leadership Quarterly, 13, 705–750.
Mumford M., D., Shane C Connelly. and Gaddis B, (2003) How creative leaders think: experimental findings and cases. The Leadership Quarterly. 14, 411–432.
Mumford, M. D., Zaccaro, S. J., Harding F. D. and Jacobs T. O. (2000). Leadership skills for a changing world: solving complex social problems. Leadership Quarterly, 11(1), 11–35.
Niazov, A. (2016) "Empowering School Leadership across Nations: A Comparative Study of Differences Between Leadership Practices and Their Relationships with Empowerment Amongst Administrators and Teachers in Eight Large Urban Secondary School Districts in the United States and Canada". College of Education Theses and Dissertations. Retrieved from https://via.library.depaul.edu/soe_etd/88
Nwachukwu, C. and VU, H. M. (2020, 4-5 November). “Creative Leadership and Creativity: An Overview” Proceedings of the 36th International Business Information Management Association (IBIMA), ISBN: 978-0-9998551-5-7, Granada, Spain.
OECD. (2009). Okul liderliğinin geliştirilmesi Konferansı Özet Raporu. (Okul Liderliğinin Geliştirilmesi 1 OECD yayını).
Öztürk, M ve Zembat R. (2015). Okul öncesi yöneticilerinin yaratıcı liderlik özellikleri ile okul iklimi arasındaki ilişkinin incelenmesi [The relatıonshıp between managers’ creatıve leadershıp and school clımate]. The Journal of Academic Social Science Studies, 31, p. 455-467, Winter II.
Purahong, K. (2006). Effectiveness of implementation based on product educational standard of administrators and teacher staffs, under saraburi municipality. Master of Education Thesis, Loei Rajabhat University. (in Thai).
Roos, C.E. (2016). Exploring the relationship between creative leadership and flourishing employees.
Shalley C.E, and Gilson L.L. (2004) What leaders need to know: a review of social and contextual factors that can foster or hinder creativity. Leadership Quarterly, 15(1):33–53.
Sisk, D. A. (2000). Understanding and encouraging leadership giftedness. Tempo, 20 (1), 6-7, 19-23. Retrieved from, http://dept.lamar.edu/connchair/
Sisk, D. A. (2001). Creative leadership: A study of middle managers, senior level managersand CEOS. Gifted International, 15 (3), 281-290. Retrieved from http://dept.lamar.edu/connchair/
Somech, A. (2005). Directive Versus Participative Leadership: Two Complementary Approaches to Managing SchoolEffectiveness. Educational Administration Quarterly, 41, 777-800.
Sternberg R J. (2005) WICS: A Model of Positive Educational Leadership Comprising Wisdom, Intelligence, and Creativity Synthesized. Educational Psychology Review, 17,(3), 191-262.
Stoll, L., & Temperley J. (2009). Creative leadership teams Capacity building and succession planning. British Educational Leadership, Management & Administration Society (Belmas), 23(1): 12–18.
Şişman, M. (2004). Öğretim liderliği. Pegem A Yayınları.
Tahaoğlu, F. ve Gedikoğlu, T. (2009). İlköğretim okulu müdürlerinin liderlik rolleri. [Leadership roles of primary school principals]. Kuram ve Uygulamada Eğitim Yönetimi, 15(58), 274-298.
Taymaz, H. 2003. Okul yönetimi. Pegem Yayıncılık.
Tunçer, P. (2011). Örgütsel Değişim ve Liderlik. [Organizational change and leadership]. Sayıştay Dergisi 80, 57-83.
Vandenberghe, R. (1995). Creative management of a school: a matter of vision and daily interventions. Journal of Educational Administration, 33(2), 31 – 51.
Vural, Ö. (2008). Okul öncesi eğitim kurumu yöneticilerinin liderlik özellikleri ve empatik becerilerinin incelenmesi. [Examınatıon of admınıstrators’ leadershıp characterıstıcs and empathıc skılls ın early chıldhood ınstıtutıons] (Yayınlanmamış Yüksek Lisans Tezi). Ankara Üniversitesi Fen Bilimleri Enstitüsü.
Yılmaz, A. ve Boğa Ceylan, Ç. (2011). İlköğretim okul yöneticilerinin liderlik davranış düzeyleri ile öğretmenlerin iş doyumu ilişkisi. [Relationship between Primary School Administrators’ Leadership Behavior and Job Satisfaction of Teachers]. Kuram ve Uygulamada Eğitim Yönetimi, 17(2), 277-394.
Yüksel, B. (2021). Öğretmen algılarına göre okul öncesi yöneticilerinin etik liderlik davranışları: Antalya İli örneği. [Ethical Leadership Behaviors of Preschool Managers According to Teacher Perceptions: Case of Antalya] OPUS Uluslararası Toplum Araştırmaları Dergisi, 17(37), 4824-4846.
Zembat, R. (2005). Okul öncesi eğitimde nitelik. A. Oktay ve Ö. Polat Unutkan (Ed.). Okul öncesi eğitimde güncel konular (25-45). Morpa Yayınları.

Ayrıntılar

Birincil Dil

İngilizce

Konular

Eğitim Üzerine Çalışmalar

Bölüm

Araştırma Makalesi

Yazarlar

Banu Dikmen Ada ^*
0000-0001-7490-2056
Türkiye

Rengin Zembat
0000-0002-2377-8910
Türkiye

Yayımlanma Tarihi

1 Temmuz 2022

Gönderilme Tarihi

8 Ağustos 2021

Kabul Tarihi

29 Ocak 2022

Yayımlandığı Sayı

Yıl 2022 Cilt: 7 Sayı: 3

DOI

https://doi.org/10.24331/ijere.980294

IZ

https://izlik.org/JA68AB96YR

APA

Dikmen Ada, B., & Zembat, R. (2022). An Examination of the Creative Leadership Skills of Pre-School Administrators and Teachers. International Journal of Educational Research Review, 7(3), 143-156. https://doi.org/10.24331/ijere.980294

AMA

1.Dikmen Ada B, Zembat R. An Examination of the Creative Leadership Skills of Pre-School Administrators and Teachers. IJERE. 2022;7(3):143-156. doi:10.24331/ijere.980294

Chicago

Dikmen Ada, Banu, ve Rengin Zembat. 2022. “An Examination of the Creative Leadership Skills of Pre-School Administrators and Teachers”. International Journal of Educational Research Review 7 (3): 143-56. https://doi.org/10.24331/ijere.980294.

EndNote

Dikmen Ada B, Zembat R (01 Temmuz 2022) An Examination of the Creative Leadership Skills of Pre-School Administrators and Teachers. International Journal of Educational Research Review 7 3 143–156.

IEEE

[1]B. Dikmen Ada ve R. Zembat, “An Examination of the Creative Leadership Skills of Pre-School Administrators and Teachers”, IJERE, c. 7, sy 3, ss. 143–156, Tem. 2022, doi: 10.24331/ijere.980294.

ISNAD

Dikmen Ada, Banu - Zembat, Rengin. “An Examination of the Creative Leadership Skills of Pre-School Administrators and Teachers”. International Journal of Educational Research Review 7/3 (01 Temmuz 2022): 143-156. https://doi.org/10.24331/ijere.980294.

JAMA

1.Dikmen Ada B, Zembat R. An Examination of the Creative Leadership Skills of Pre-School Administrators and Teachers. IJERE. 2022;7:143–156.

MLA

Dikmen Ada, Banu, ve Rengin Zembat. “An Examination of the Creative Leadership Skills of Pre-School Administrators and Teachers”. International Journal of Educational Research Review, c. 7, sy 3, Temmuz 2022, ss. 143-56, doi:10.24331/ijere.980294.

Vancouver

1.Banu Dikmen Ada, Rengin Zembat. An Examination of the Creative Leadership Skills of Pre-School Administrators and Teachers. IJERE. 01 Temmuz 2022;7(3):143-56. doi:10.24331/ijere.980294

Cited By

Emotional intelligence and its relation to job creativity in preschool teachers of at-risk children: A cross-sectional study

International Journal of ADVANCED AND APPLIED SCIENCES

https://doi.org/10.21833/ijaas.2024.02.010

An Analysis on the Preschool Teachers’ Views on the Creative Leadership Skills of the School Administrators

Journal of Education & Social Policy

https://doi.org/10.30845/jesp.v10n2p6

The International Journal of Educational Research Review (ISSN: 2458-9322) is an international, peer-reviewed journal publishing high-quality research across diverse areas of education. The journal employs a rigorous double-blind peer review process, including initial editorial screening and evaluation by expert reviewers and the editorial board, to ensure academic rigor and integrity.

IJERE is hosted by DergiPark under TÜBİTAK. The Editor-in-Chief is Serhat Arslan (Gazi University).

All published content is subject to the journal’s copyright and licensing policies, and authors are responsible for ensuring compliance with ethical and legal standards. Further information on aims, scope, peer review, editorial board, and licensing is available on the journal’s official website.

An Examination of the Creative Leadership Skills of Pre-School Administrators and Teachers

Abstract

Keywords

An Examination of the Creative Leadership Skills of Pre-School Administrators and Teachers

Öz

Anahtar Kelimeler

Kaynakça

Ayrıntılar

Birincil Dil

Konular

Bölüm

Yazarlar

Yayımlanma Tarihi

Gönderilme Tarihi

Kabul Tarihi

Yayımlandığı Sayı

DOI

IZ

Kaynak Göster

Cited By

Emotional intelligence and its relation to job creativity in preschool teachers of at-risk children: A cross-sectional study

An Analysis on the Preschool Teachers’ Views on the Creative Leadership Skills of the School Administrators