From Leadership to Attractiveness: Examining the Relationship Between Learner Leadership Behaviors and the Organizational Attractiveness of Schools

Öz

This study was conducted using a correlational survey model to examine the relationship between school principals’ learning leadership behaviors and the organizational attractiveness of schools. Participants consisted of 625 teachers selected from the central districts of Diyarbakir. The learning leadership scale and the organizational attractiveness scale were used as data collection tools. The results of the study revealed that perceptions of the learning leadership scale and the organizational attractiveness scale were high. When examining the sub-dimensions of the learning leadership scale, it was found that teachers’ perceptions were highest in the sub-dimensions of visionary leadership (3.70), team spirit (3.45), and mastery (3.44), and lowest in the sub-dimension of supportiveness (3.38). In particular, the fact that the supportive dimension was found to be at a “moderate” level compared to other sub-dimensions led to the conclusion that school administrators’ individual support behaviors towards teachers were insufficient. Participants’ perceptions of the organizational attractiveness scale were found to be at a moderate level. According to the correlation analysis, a positive and moderate relationship was found between learning leadership and organizational attractiveness, and this result was also supported by the regression analysis. This result shows that learning leadership behaviors significantly affect the attractiveness levels of schools.

Anahtar Kelimeler

• Learner Leadership
• School Principal
• School
• Teacher
• Organizational Attractiveness

Liderlikten Çekiciliğe: Öğrenen Liderlik Davranışları ile Okulların Örgütsel Cazibesi Arasındaki İlişkinin İncelenmesi

Öz

Bu araştırma, okul müdürlerinin öğrenen liderlik davranışları ile okulların örgütsel çekiciliği arasındaki ilişkiyi incelemeye dönük ilişkisel tarama modelinde yürütülmüştür. Katılımcılar Diyarbakır merkez ilçelerinde seçilen 625 öğretmenden oluşmaktadır. Veri toplama araçları olarak Öğrenen Liderlik Ölçeği (Karadaş & Konan, 2021) ile Örgütsel Çekicilik Ölçeği (Akman, 2017) kullanılmıştır. Araştırma sonucunda Öğrenen Liderlik Ölçeği ve Örgütsel Çekicilik Ölçeğine ilişkin algıların yüksek düzeyde olduğu tespit edilmiştir. Öğrenen Liderlik Ölçeğinin alt boyutları incelendiğinde, öğretmenlerin algılarının en yüksek vizyonerlik (3.70), takım ruhu (3.45) ve hakimiyet (3.44) alt boyutlarında yoğunlaştığı; en düşük ise destekleyicilik (3.38) alt boyutunda olduğu tespit edilmiştir. Özellikle destekleyicilik boyutunun, diğer alt boyutlara kıyasla “orta” düzeyde tespit edilmesi, okul yöneticilerin öğretmenlere yönelik bireysel destek davranışlarının yetersiz olduğu sonucuna ulaşılmıştır. Örgütsel Çekicilik Ölçeğine ilişkin katılımcıların algılarının orta düzeyde olduğu tespit edilmiştir. Korelasyon analizi soncuna göre öğrenen liderlik ile örgütsel çekicilik arasında pozitif yönlü ve orta düzeyde bir ilişki saptanmış, bu sonuç regresyon analizi sonucuyla da desteklenmiştir. Bu sonuç, öğrenen liderlik davranışlarının, okulların çekicilik düzeylerini anlamlı biçimde etkilediğini göstermektedir.

Anahtar Kelimeler

• : Öğrenen Liderlik
• Okul Müdürü
• Okul
• Öğretmen
• Örgütsel Çekicilik.

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