Investigation of school principals' perceptions on self- leadership and positive childhood experiences

Yıl 2022, Cilt: 4 Sayı: 4th Year Special Issue, 147 - 162, 31.12.2022

Yaşar Dilber Halime Güngör İlkay Güner Eşerler

https://doi.org/10.47806/ijesacademic.1203735

Öz

The aim of this research is to determine the perceptions of school principals working in public schools in Bursa on self-leadership and positive childhood experiences. The research is a descriptive research in survey model. A quantitative research design was used. According to the statistics of 2021-2022, the research population consists of 221 school principals working in public schools in Bursa. Simple random sampling method was used in the research, it was based on voluntariness. Self-Leadership Scale, Positive Childhood Experiences Scale and Personal Information Form prepared by the researchers were used as data collection tools in the research. According to the results of the research, it was seen that the perceptions of the school principals regarding positive childhood experiences and self-leadership did not differ statistically according to gender, school level, professional seniority and educational status. In the sub-dimension of self-speaking, which is one of the sub-dimensions of self-leadership, it was observed that the views of the school principals differed significantly according to gender, and the perceptions of female school principals were higher than male. It has been found that there is a low-level positive relationship between positive childhood experiences and self-leadership. In this context, it can be said that school principals' positive childhood experiences contribute positively to the development of self-leadership skills, and self-leadership skills will reveal strong leaders. The fact that the manager candidates have experienced enough positive childhood experiences supports the managers as an effective leader. Managerial training programs should be organized on self-leadership strategies, the use and applications of self-leadership skills by increasing the awareness of manager candidates about self-leadership skills.

Anahtar Kelimeler

School principals, positive childhood experiences, self-leadership

Kaynakça

• Ali, S. M., Yildirim, M., Hussain, S. A. ve Vostanis, P. (2020). Self-reported mental health problems and post-traumatic growth among children in Pakistan care homes. Asia Pacific Journal of Social Work and Development, 30(1), 62–76. DOI:10.1080/02185385.2019.1710726.
• Almeida, T. C., Guarda, R. ve Cunha, O. (2021). Positive childhood experiences and adverse experiences: Psychometric properties of the Benevolent Childhood Experiences Scale (BCEs) among the Portuguese population. Child Abuse & Neglect, 120, DOI: 10.1016/j.chiabu.2021.105179.
• AlShawi A., F. ve Lafta R., K. (2014). Relation between childhood experiences and adults’ self-esteem: A sample from Baghdad. Qatar Medical Journal, 14, 82-91. DOI: 10.5339/qmj.2014.14.
• Anderson, J., S. ve Prussia G., E. (1997). The self-leadership questionnaire: Preliminary assessment of construct validity. The Journal of Leadership Studies, 4 (2), 119-143.
• Baltaş, A. (2022). Çocukluk, erken okul dönemi ve uzun yaşam. Retrieved: October 31, 2022, from https://kaynakbaltas.com/genel/cocukluk-erken-okul-donemi-ve-uzun-yasam/.
• Bingöl, T., Y. (2018). Determining the predictors of self-efficacy and cyber bullying. International Journal of Higher Education, 7(2), 138-143. DOI:10.5430/ijhe.v7n2p138.
• Blanchard, K., Fowler, S. ve Hawkins, L. (2017). Self Leadership and One Minute Manager: Gain the Mindset and Skillset for Getting What You Need to Succeed. USA: Harper Collins Publishers.
• Boullier, M., ve Blair, M. (2018). Adverse childhood experiences. Paediatrics and Child Health, 28(3), 132–137. DOI:10.1016/j.paed.2017.12.08.
• Browning, M. (2018). Self-leadership: What it matters?. International Journal of Business and Social Science, 9(2), 14-18.
• Büyükcebeci, A. (2019). Çocukluk çağı örselenme yaşantılarının yaratıcı kişilik özellikleri ve aleksitimi ile ilişkisi. Manas Sosyal Araştırmalar Dergisi, 8(4), 3187-3213.
• Büyüköztürk, Ş. (2004). Sosyal Bilimler için Veri Analizi El Kitabı. Ankara: Pegem A Yayıncılık.
• Crouch, E., Radcliff, E., Merrell, M. A., Hung, P., ve Bennett, K. J. (2021). Positive childhood experiences promote school success. Maternal and Child Health Journal, 25(10), 1646–1654. DOI: 10.1007/s10995-021-03206-3.
• Çiçek, İ. ve Çeri, V. (2021). Olumlu çocukluk yaşantıları ölçeği: Türkçe geçerlik ve güvenirlik çalışması. Humanistic Perspective, 3(3), 643-659. DOI: 10.47793/hp.980149.
• Doğan, T. ve Aydın, F., T. (2020). Olumlu Çocukluk Yaşantıları Ölçeği’nin Geliştirilmesi. HAYEF: Journal of Education, 17(1), 1-19.
• Doğan, T. ve Aydın, F., T. (2020). Mutlu çocuklar mutlu yetişkinler mi oluyor?. İnsan & Toplum, 11(1), 69-95. DOI:10.12658/M0437i.
• Doğan, T. ve Yavuz K., E. (2020). Yetişkinlerde psikolojik sağlamlık, olumlu çocukluk deneyimleri ve algılanan mutluluk. Psikiyatride Güncel Yaklaşımlar, 12(1), 312-330. DOI: 10.18863/pgy.750839.
• Elçi, P. (2019). Çocukluk Çağı Örselenme Yaşantılarının Kişilik Tiplerinin Gelişimi Üzerindeki Etkisi. Yayınlanmamış Yüksek Lisans Tezi. Ufuk Üniversitesi Sosyal Bilimler Enstitüsü Eğitim Bilimleri ABD, Ankara.
• Eraslan, L. (2004). Liderlik olgusunun tarihsel evrimi, temel kavramlar ve yeni liderlik paradigmasının analizi. Milli Eğitim Dergisi,162.
• Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., Koss, M. P. ve Marks, J. S. (1998). Relationship of Childhood Abuse and Household Dysfunction to Many of the Leading Causes of Death in Adults. American Journal of Preventive Medicine, 14(4), 245–258. DOI:10.1016/s0749-3797(98)00017-8.
• Fidan, M. (2018). Yenilenen öz-liderlik ölçeğini üniversite öğrencileri örnekleminde Türkçeye uyarlama çalışması. Uluslararası Liderlik Eğitimi Dergisi (ULED), 2(2), 1-16.
• Hacker, S., K. ve Washington, M. (2018). Lead Self First Before Leading Others: A Life Planning Resource. New York: Business Expert Press.
• Hauschildt, K., ve Konradt, U. (2012). Self‐leadership and team members’ work role performance. Journal of Managerial Psychology, 27(5), 497–517. DOI:10.1108/02683941211235409.
• Konan, N. ve Atik, S. (2015). Kendi kendine (öz) liderlik ölçeğinin eğitim örgütleri için Türkçeye uyarlanması, geçerlik ve güvenirlik çalışması. E-International Journal of Educational Research, 6(3), 101-115.
• Karasar, N. (1999) Bilimsel Araştırma Yöntemi, Ankara: Nobel Yayınevi.
• Kösterelioğlu, A., M. (2021). Self-leadership perception and emotional intelligence as the predictors of cognitive flexibility. Problems of Education in the 21st Century, 79(5), 700-715. DOI: 10.33225/pec/21.79.700.
• Manap, A. (2015). Çocukluk yaşantıları ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması. Uluslararası Sosyal Araştırmalar Dergisi, 8(41), 822-826.
• Merrick J., S. ve Narayan, A., J. (2020) Assessment and screening of positive childhood experiences along with childhood adversity in research, practice, and policy, Journal of Children and Poverty, 26(2), 269-281, DOI: 10.1080/10796126.2020.1799338.
• Neck, C., P. ve Manz, C., C. (1996). Thought self-leadership: the impact of mental strategies training on employee cognition, behavior, and affect. Journal of Organizational Behavior, 17(5), 445-467. DOI:10.1002/(sici)1099-1379(199609)17:5<445::aid-job770>3.0.co;2-n.
• Neuhaus, M. (2020). What is self-leadership? Models, theory, and examples. Retrieved: October 29, 2022, from https://positivepsychology.com/self-leadership/.
• Liu C., Marchewka, J. T., Lu, J. ve Yu, C., S. (2005). Beyond concern: a privacy-trust behavioral intention model of electronic commerce. Information & Management, 42, 289-304. DOI: 10.1016/j.im.2004.01.003.
• Pekdoğan, S. (2017). Öğretmen adaylarının çocukluk çağı örselenmeleri ile psikolojik belirti düzeylerinin incelenmesi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 30(1), 191-208.
• Sargın, N. (2001). Çocuklarda Ruh Sağlığı. Ankara: Nobel Yayın Dağıtım.
• Sezer, T., Uyanık, G., Karabulut, A., G. ve Sazlı E., K. (2019). 5-6 Yaşında çocuğu olan annelerin çocukluk deneyimleri ve öznel mutluluk düzeyleri arasındaki ilişkinin incelenmesi. Kalem Eğitim ve İnsan Bilimleri Dergisi, 9(1), 177-193. DOI: 10.23863/kalem.2019.124.
• Srivastav, A., McRell, A., S. ve Koziarski, A. (2021). Positive childhood experiences in South Carolina. PCE Research Brief:1, Children’s Trust in South Carolina, 1-4. Retrieved: October 30, 2022, from https://scchildren.org/positive-childhood-experiences-in-south-carolina-research-brief-published/.
• Süslü, G. (2020). Bireylerin Çocukluk Çağı Travmalarının Duygusal Zekâ Düzeyleri ve Kişiler Arası İletişim Tarzları ile İlişkilerinin İncelenmesi. Yayınlanmamış Yüksek Lisans Tezi. İstanbul Gelişim Üniversitesi Lisansüstü Eğitim Enstitüsü Psikoloji ABD, İstanbul.
• Tabak, A., Sığrı, U. ve Türköz, T. (2013). Öz liderlik ölçeğinin Türkçe’ye uyarlanması çalışması. Bilig Türk Dünyası Sosyal Bilimler Dergisi, 67, 213-246.
• Tat, U. ve Zeitel-Bank, N. (2013). Self leadership development: the link between body, mind, and reflection. Active Citizenship by Knowledge Management & Innovation: Proceedings of the Management, Knowledge and Learning International Conference 19-21 June 2013, Zadar/Crotia.
• Uğurluoğlu, Ö. (2010). Kendi kendine liderlik stratejileri üzerine bir araştırma. Atatürk Üniversitesi İktisadi ve İdari Bilimler Dergisi, 24(1), 175-191.
• Uzman, E. ve Maya, İ. (2019). Self-leadership strategies as the predictors of self-esteem and life satisfaction in university students. International Journal of Progressive Education, 15(2), 78-90. DOI: 10.29329/ijpe.2019. 189.6
• Yadav, M. ve Mishra, S., K. (2019). Self leadership as a tool for enhancing performance at workplace. GIS Business, 14(6), 76-88.
• Zigarmi, D., Fowler, S. ve Houson, D. (2020). Developing self leaders — A competitive advantage for organizations. The Ken Blanchard Companies, 1-16. Retrieved: October 31, 2022, from http://www.blanchard.com.tr/media/files/c1aafe28-64fe-46b9-b095-19e2a92d03ae.pdf.