The Relationship among Leadership Styles, School Culture and School Dynamism

Year 2022, , 581 - 602, 30.08.2022

Aslı Yurttaş , Ali Aksu

https://doi.org/10.30900/kafkasegt.1028940

Cited By: 2

Abstract

This research addresses the issue of how we can benefit from school culture and school principals' leadership styles in order to reach schools that respond to the needs of the 21st century and to create dynamic schools and to provide school dynamism to meet the current and possible needs of their students both today and in the future. In this direction, seeking an answer to the question in the research, "Do the leadership styles of school principals and school culture significantly predict school dynamism?". The research is a descriptive study in survey method with relational approach. Within the scope of the research, data were collected from 747 teachers working in secondary schools located within the borders of İzmir province, using multi-stage stratified proportional cluster sampling. The relationship between school principals' level of realization of leadership styles, school culture and school dynamism was analyzed using hierarchical multiple regression. The independent variables of the research are school principals' leadership styles and school culture; The dependent variable is school dynamism. The results obtained from the research explain how we can benefit from the school principals' leadership styles and school culture to ensure school dynamism. In the research, it has been concluded that the highest contribution to school dynamism is made by the transformational leadership in schools where the culture of duty, success and bureaucracy is dominant, and the leadership that allows freedom, being negative in schools where the support culture is dominant. According to partial correlations and explained variance values in the study, it was seen that the effect of task and success culture on school dynamism was higher than support culture and bureaucratic culture. The research offers suggestions for school principals to think and act on their leadership behaviors and school culture in order to ensure school dynamism.

Keywords

Leadership styles, school dynmism, school culture, teacher

Liderlik Stilleri, Okul Kültürü ve Okul Dinamizmi İlişkisi

Abstract

Bu araştırma 21. Yüzyılın ihtiyaçlarına cevap veren okullarına ulaşmak ve öğrencilerinin hem günümüzdeki hem de gelecekteki olası ihtiyaçlarına cevap vermek üzere dinamik okullar oluşturmak ve okul dinamizmini sağlamak üzere okul kültüründen ve okul müdürlerinin liderlik stillerinden nasıl faydalanabileceğimiz konusunu ele almaktadır. Bu doğrultuda araştırmada “okul müdürlerinin liderlik stilleri ile okul kültürü okul dinamizmini anlamlı olarak yordamakta mıdır?” sorusuna yanıt aranmaktadır. Araştırma ilişkisel tarama modelinde betimsel bir çalışmadır. Araştırma kapsamında, çok aşamalı tabakalı oranlı küme örneklemesi kullanılarak, İzmir ili sınırları içerisinde yer alan ortaokullarda görev yapmakta olan 747 öğretmenden veri toplanmıştır. Okul müdürlerinin liderlik stillerini gerçekleştirme düzeyi, okul kültürü ve okul dinamizmi arasındaki ilişki hiyerarşik çoklu regresyon kullanılarak analiz edilmiştir. Araştırmanın bağımsız değişkenleri okul müdürlerinin liderlik stilleri ve okul kültürü; bağımlı değişkeni ise okul dinamizmidir. Araştırmadan elde edilen sonuçlar okul dinamizmini sağlamak üzere okul müdürlerinin liderlik stillerinden ve okul kültüründen nasıl faydalanabileceğimizi açıklamaktadır. Araştırmada okul dinamizmine en yüksek katkıyı görev, başarı ve bürokratik kültürünün hakim olduğu okullarda dönüşümcü liderliğin, destek kültürünün hakim olduğu okullarda negatif yönlü olmak üzere serbestlik tanıyan liderliğin yaptığı sonucuna ulaşılmıştır. Araştırmada kısmi korelasyonlara ve açıklanan varyans değerlerine göre, görev ve başarı kültürünün, destek kültürü ve bürokratik kültüre göre okul dinamizmine etkisinin daha yüksek olduğu görülmüştür. Araştırma, okul dinamizmini sağlamak üzere okul müdürlerinin sergiledikleri liderlik davranışları ve okul kültürü üzerinde düşünmelerine ve harekete geçmelerine yönelik öneriler sunmaktadır.

Keywords

Liderlik stilleri, okul dinamizm, okul kültürü, öğretmen

References

• Aladağ, S. (2005). İlköğretim matematik öğretiminde proje tabanlı öğrenme yaklaşımının öğrencilerin akademik başarısına ve tutumuna etkisi (Yayınlanmamış Yüksek Lisans Tezi). Ankara: Gazi Üniversitesi.
• Alban-Metcalfe, J., & Alimo-Metcalfe, B. (2013). Reliability and validity of the “leadership competencies and engaging leadership scale”. International Journal of Public Sector Management.
• Amanchukwu, R. N., Stanley, G. J., & Ololube, N. P. (2015). A review of leadership theories, principles and styles and their relevance to educational management. Management, 5(1), 6-14.
• Arman, M., & Arpacı, Ö. Y. (2014). Öğretim Elemanları ve Çalışanların Örgüt Kültürüne İlişkin Algılamaları: Pamukkale Üniversitesi nde Bir Araştırma. Yeni Fikir Dergisi, 6(13), 47-62.
• Augier, M., & Teece, D. J. (2008). Strategy as evolution with design: The foundations of dynamic capabilities and the role of managers in the economic system. Organization studies, 29(8-9), 1187-1208.
• Avolio, B. J. (2010). Full range leadership development. Sage Publications.
• Baafi, D. (2021). Educational Leaders’ Views About School Culture, Climate, Leadership, And Success: A Comparative Study Of New Zealand, Finland, And Ghana (Doctoral dissertation, Open Access Victoria University of Wellington| Te Herenga Waka).
• Barth, R. S. (2002). Learning by heart. John Wiley & Sons.
• Bass, B. M., & Avolio, B. J. (1996). Multifactor leadership questionnaire. Western Journal of Nursing Research.
• Bass, B. M., & Avolio, B. J. (1997). Concepts of leadership. Leadership: Understanding the dynamics of power and influence in organizations, 323.
• Bassanini, A., Scarpetta, S., & Hemmings, P. (2001). Economic growth: the role of policies and institutions. Panel data evidence from OECD countries. Panel Data Evidence from OECD Countries (January 2001).
• Beabout, B. R. (2010). Leadership for change in the educational wild west of post-Katrina New Orleans. Journal of Educational Change, 11(4), 403-424.
• Blankstein, A. M. (2004). Failure is not an option: Six principles that guide student achievement in high-performing schools. Corwin Press.
• Boisnier, A., & Chatman, J. A. (2003). Cultures and subcultures in dynamic organizations. The dynamic organization, 87-114.
• Burrello, L. C., & Reitzug, U. C. (1993). Transforming context and developing culture in schools. Journal of Counseling & Development, 71(6), 669-677.
• Cantürk, G., & Aksu, T. (2017). Okul yöneticilerinin teknolojik liderlik davranışları. Eğitim ve Öğretim Araştırmaları Dergisi, 6(4), 21-38.
• Chaudhry, A. Q., & Javed, H. (2012). Impact of transactional and laissez faire leadership style on motivation. International Journal of Business and Social Science, 3(7).
• Curry, S. M. (2004). Examining the relationship between self-perceived emotional intelligence and leadership in school principals. Regent University.
• Deal, T. E., & Peterson, K. D. (1999). Shaping school culture: The heart of leadership. Adolescence, 34(136),802.
• Demirel, Ö. (1999). Öğretmen el kitabı. Ankara: Pegem Yayıncılık.
• Eagly, A. H., Johannesen-Schmidt, M. C., & Van Engen, M. L. (2003). Transformational, transactional, and laissez-faire leadership styles: a meta-analysis comparing women and men. Psychological bulletin, 129(4), 569.
• Eren, E. (2012). Örgütsel davranış ve yönetim psikolojisi. Beta Yayıncılık
• Fidell, L. S., & Tabachnick, B. G. (2003). Preparatory data analysis. Handbook of psychology: Research methods in psychology, 2, 115-141.
• Fischer, K. W., & Bidell, T. R. (2007). Dynamic development of action and thought. Handbook of child psychology. Springer: New York
• Goldring, E. B., & Rallis, S. F. (1993). Principals of dynamic schools: Taking charge of change. Corwin Press, 2455 Teller Road, Newbury Park, CA 91320.
• Gutek, G. (2014). Philosophical, ideological, and theoretical perspectives on education. Springer: New York.
• Hallinger, P. (2003). Leading educational change: Reflections on the practice of instructional and transformational leadership. Cambridge Journal of education, 33(3), 329-352.
• Hampden-Turner, C. (1990). Corporate culture. Hutchinson Business Books.
• Hargreaves, D. H. (1995). School culture, school effectiveness and school improvement. School effectiveness and school improvement, 6(1), 23-46.
• Herbst-Damm, K. L. ve Kulik, J. A (2005). Volunteer support, marital status, and the survival times of terminally ill patients. Health Psychology, 24, 225-229. doi:10.1037/0278-6133.24.2.225
• Hoy, F. (2003). Legitimizing family business scholarship in organizational research and education. Entrepreneurship Theory and Practice, 27(4), 417-422.
• Hoy, W. K., & Woolfolk, A. E. (1990). Socialization of student teachers. American educational research journal, 27(2), 279-300. https://mebbis.meb.gov.tr/KurumListesi.aspx
• Huang, R., Liu, D., Tlili, A., Knyazeva, S., Chang, T. W., Zhang, X., ... & Holotescu, C. (2020). Guidance on open educational practices during school closures: Utilizing OER under COVID-19 pandemic in line with UNESCO OER recommendation. Beijing: Smart Learning Institute of Beijing Normal University.
• Isaac, T. (2006). Information revelation in markets with pairwise meetings: dynamic case with constant entry flow. Discussion Paper.
• Kapıkıran, A. N., Ivrendi, B. A. ve Adak, A. (2006). Okul öncesi çocuklarında sosyal beceri: Durum saptaması. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 19, 19-28.
• Karasar, N. (2007). Bilimsel araştırma yöntemi: kavramlar, ilkeler, teknikler. Nobel Yayın Dağıtım.
• Kezar, A. (2011). What is the best way to achieve broader reach of improved practices in higher education?. Innovative higher education, 36(4), 235-247.
• Leithwood, K., & Jantzi, D. (2005). Transformational leadership. The essentials of school leadership, 31-43.
• Leithwood, K., & Jantzi, D. (2006). Transformational school leadership for large-scale reform: Effects on students, teachers, and their classroom practices. School effectiveness and school improvement, 17(2), 201-227.
• Mamatoğlu, N. (2006). Örgüt içi iletişim ve performans değerlendirme sistemi algıları örgüt kültürü algısını yordar mı?. Ankara Üniversitesi SBF Dergisi, 61(4), 177-201.
• McCarley, T. A., Peters, M. L., & Decman, J. M. (2016). Transformational leadership related to school climate: A multi-level analysis. Educational Management Administration & Leadership, 44(2), 322-342.
• Minckler, C. H. (2014). School leadership that builds teacher social capital. Educational Management Administration & Leadership, 42(5), 657-679.
• Nedelcu, A. (2013). Transformational approach to school leadership: Contribution to continued improvement of education. Manager, (17), 237-244.
• Northouse, P. G. (2014). Introduction to leadership: Concepts and practice (p. 352). SAGE Publications, Incorporated. Osberg, D., Biesta, G., & Cilliers, P. (2008). From representation to emergence: Complexity's challenge to the epistemology of schooling. Educational philosophy and theory, 40(1), 213-227.
• Özer, N. (2010). İlköğretim okullarının örgütsel diriklik, bürokratiklik ve örgüt normları açısından analizi. Yayınlamamış Doktora Tezi. İnönü Üniversitesi Eğitim Bilimleri Enstitüsü: Malatya
• Pace, R. W. (2002). Organizational dynamism: unleashing power in the workforce. Greenwood Publishing Group.
• Pheysey, D. C. (2002). Organizational cultures: Types and transformations. Routledge.
• Pokharel, B. (2014). Principal as transformational leader: Getting to know new dimension in school leadership. American international journal of social science, 3(6), 61-66.
• Rallis, S. F., & Goldring, E. B. (1991). Beyond the individual assessment of principals: School‐based accountability in dynamic schools. Peabody Journal of Education, 68(2), 3-23.
• Rallis, S. F., Rossman, G. B., Cobb, C. D., Reagan, T. G., & Kuntz, A. (2008). Leading dynamic schools: How to create and implement ethical policies. Corwin Press.
• Schein, E. H. (2010). Organizational culture and leadership (Vol. 2). John Wiley & Sons.
• Smith, P., & Bell, L. (2011). Transactional and transformational leadership in schools in challenging circumstances: A policy paradox. Management in Education, 25(2), 58-61.
• Solow, D., & Szmerekovsky, J. G. (2006). The role of leadership: What management science can give back to the study of complex systems. Emergence: Complexity & Organization, 8(4).
• Sosik, J. J., & Cameron, J. C. (2010). Character and authentic transformational leadership behavior: Expanding the ascetic self toward others. Consulting Psychology Journal: Practice and Research, 62(4), 251.
• Spencer, J. P., Perone, S., & Buss, A. T. (2011). Twenty years and going strong: A dynamic systems revolution in motor and cognitive development. Child Development Perspectives, 5(4), 260-266.
• Spinelli, M., Lionetti, F., Pastore, M., & Fasolo, M. (2020). Parents' stress and children's psychological problems in families facing the COVID-19 outbreak in Italy. Frontiers in psychology, 11, 1713.
• Steenbeek, H., & van Geert, P. (2013). The emergence of learning-teaching trajectories in education: A complex dynamic systems approach. Nonlinear dynamics, psychology, and life sciences, 17(2), 233-267.
• Stewart, D. B. (1991). Economic growth and the defense burden in Africa and Latin America: Simulations from a dynamic model. Economic Development and Cultural Change, 40(1), 189-207.
• Sumara, D. J. (2007). Small differences matter: Interrupting certainty about identity in teacher education. Journal of Gay & Lesbian Issues in Education, 4(4), 39-58.
• Summers, L. (2015). Time US leadership woke up to new economic era. Financial Times, 5.
• Terzi, A. R. (2005). İlköğretim okullarında örgüt kültürü. Kuram ve Uygulamada Eğitim Yönetimi, 43(43), 423-442.
• Thelen, E., & Smith, L. B. (1998). Dynamic systems theoriesç In Lerner, R. M., & Damon, W. E. Handbook of child psychology: Theoretical models of human development, Vol. 1. John Wiley & Sons Inc.
• Ucar, S. (2014). The effect of simulation-based and model-based education on the transfer of teaching with reagard to moon phases. Journal of Baltic Science Education, 13(3), 327–338.
• Van Geert, P., & Steenbeek, H. (2005). The dynamics of scaffolding. New ideas in Psychology, 23(3), 115-128.
• Wagner, C. (2006). School leader’s tool. Principal Leadership, 7(4), 41-44.
• Weick, K. E., & Sutcliffe, K. M. (2001). Managing the unexpected (Vol. 9). San Francisco: Jossey-Bass.
• Wong, S. I., & Giessner, S. R. (2018). The thin line between empowering and laissez-faire leadership: An expectancy-match perspective. Journal Of Management, 44(2),
• Woodrum, A. (2009). Cultural identity and schooling in rural New Mexico. Journal of Research in Rural Education (Online), 24(8), 1.
• Yang, I. (2015). Positive effects of laissez-faire leadership: Conceptual exploration. Journal of Management Development.
• Yukl, G. (2008). How leaders influence organizational effectiveness. The leadership quarterly, 19(6), 708-722.