Teachers’ Perspectives on Inclusive Leadership Behaviors of School Administrators

Öz

The aim of this study was to examine the inclusive leadership behaviors of school administrators from teachers’ perspectives. A phenomenological qualitative design was employed, with semi-structured interviews used for data collection. The sample consisted of 20 teachers from public schools, selected through maximum variation sampling, including 5 preschool, 5 primary, 5 middle, and 5 high school teachers. Findings indicate that administrators demonstrate inclusive leadership behaviors across four themes: justice- and equality-oriented management, participatory and transparent decision-making, supportive and empowering leadership, and leadership emphasizing innovation and professional development. Teachers reported that administrators assign tasks according to competencies, prepare schedules fairly, avoid personal biases, and balance workloads. They also noted that their opinions are considered in decision-making, joint decisions are made via surveys and voting, regular meetings are conducted, and transparency is maintained. Administrators recognize teacher achievements, show genuine concern, and foster a sense of value. Regarding professional growth, participation in in-service training is encouraged, innovative approaches are adopted, and necessary teaching materials are provided. These findings suggest that administrators’ inclusive leadership supports teachers’ professional resilience, fosters a positive organizational climate, and may contribute to improved educational quality and overall school effectiveness.

Anahtar Kelimeler

• Leadership
• inclusiveness
• inclusive leadership
• school administrators

Etik Beyan

This study was reviewed and approved by the Ethics Committee of Gazi University. The application was discussed at the meeting of the Ethics Committee held on 26/03/2024 (Meeting No: 06), and it was decided unanimously that the research poses no ethical concerns on the condition that permission is obtained from the relevant institutions where the study will be conducted. The approval was granted under the decision number E-77082166-302.08.01-928782, dated 19/04/2024.

Öğretmenlerin Okul Yöneticilerinin Kapsayıcı Liderlik Davranışlarına İlişkin Görüşleri

Öz

Bu çalışmanın amacı, okul yöneticilerinin kapsayıcı liderlik davranışlarını öğretmenlerin bakış açısından incelemektir. Veri toplamada yarı yapılandırılmış görüşmelerin kullanıldığı fenomenolojik nitel tasarım kullanılmıştır. Örneklem, maksimum çeşitlilik örneklemesi yoluyla seçilen 5 okul öncesi, 5 ilkokul, 5 ortaokul ve 5 lise öğretmeni olmak üzere devlet okullarından 20 öğretmenden oluşmuştur. Bulgular, yöneticilerin dört temada kapsayıcı liderlik davranışları sergilediğini göstermektedir: adalet ve eşitlik odaklı yönetim, katılımcı ve şeffaf karar alma, destekleyici ve güçlendirici liderlik ve yenilikçilik ve mesleki gelişimi vurgulayan liderlik. Öğretmenler, yöneticilerin görevleri yetkinliklere göre atadığını, programları adil bir şekilde hazırladığını, kişisel önyargılardan kaçındığını ve iş yüklerini dengelediğini bildirmiştir. Ayrıca, karar alma süreçlerinde görüşlerinin dikkate alındığını, anketler ve oylamalar yoluyla ortak kararlar alındığını, düzenli toplantılar yapıldığını ve şeffaflığın sağlandığını belirtmişlerdir. Yöneticiler, öğretmen başarılarını takdir eder, gerçek ilgi gösterir ve değer duygusunu teşvik eder. Mesleki gelişimle ilgili olarak, hizmet içi eğitimlere katılım teşvik edilir, yenilikçi yaklaşımlar benimsenir ve gerekli öğretim materyalleri sağlanır. Bu bulgular, yöneticilerin kapsayıcı liderliğinin öğretmenlerin mesleki dayanıklılığını desteklediğini, olumlu bir örgütsel iklim yarattığını ve eğitim kalitesinin ve genel okul etkinliğinin artmasına katkıda bulunabileceğini göstermektedir.

Anahtar Kelimeler

• Liderilk
• kapsayıcılık
• kapsayıcı liderlik
• okul yöneticisi

Etik Beyan

Bu çalışma, Gazi Üniversitesi Etik Kurulu tarafından incelenmiş ve onaylanmıştır. Etik Kurul başvurusu, 26/03/2024 tarihinde yapılan 06 numaralı toplantıda görüşülmüş ve araştırmanın, çalışmanın yürütüleceği ilgili kurumlardan izin alınması koşuluyla, herhangi bir etik sakınca taşımadığına oy birliğiyle karar verilmiştir. Onay, 19/04/2024 tarihli ve E-77082166-302.08.01-928782 sayılı karar ile verilmiştir.

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