Examining the Effect of Leadership Behavior on Teachers' Professional Development in Educational Institutions
Eğitim Kurumlarında Liderlik Davranışının Öğretmenin Mesleki Gelişimine Etkisinin İncelenmesi
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Keywords:
Leadership, professional development, school principal, teacherAbstract
This study examines the leadership perceptions and professional development attitudes of teachers in Turkey. In the study conducted with the relational screening model, it was determined that the paternalistic leadership behaviors of school principals and the attitudes of teachers towards professional development were above average. While no significant difference was found according to the gender variable, it was seen that teachers between the ages of 41-50 perceived the leadership behaviors of school principals higher than those aged 51 and above according to the age variable. In addition, young teachers' attitudes towards professional development were higher. According to marital status, it was found that married teachers perceived the paternalistic leadership behaviors of school principals more strongly, but single teachers had higher attitudes towards professional development. According to the level of education, teachers with a master's degree perceived the paternalistic leadership behaviors of school principals higher than those with a bachelor's degree. According to professional experience, it was seen that teachers with 11-15 years of experience perceived the leadership behaviors of school principals more strongly, while teachers with 1-10 years of experience had higher attitudes towards professional development. As a result, it was determined that there was a low level but positive relationship between the paternalistic leadership behaviors of school principals and the attitudes of teachers towards professional development.
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