Examining the Relationship Between School Principal's Leadership Behaviors and Teachers' Classroom Management Skills
Okul Müdürü Liderlik Davranışları ile Öğretmenlerin Sınıf Yönetimi Becerileri Arasındaki İlişkinin İncelenmesi
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Keywords:
Paternalistic leadership, classroom management skills, school principal, teacherAbstract
The purpose of this research is to investigate the relationship between the leadership behaviors of school principals and the classroom management skills of teachers. The study group in the research carried out with the relational scanning model consists of teachers (N=415) working in Konya province and its districts. School Principals' Paternalistic Leadership Behaviors Scale and Teachers' Classroom Management Skills Scale were used as data collection tools. According to the research results; School Principal Leadership Behaviors general average and Helpful Leadership average are high; Authoritarian Leadership and Benevolent Leadership were found to be below the average. It has been revealed that the perception of men in general Leadership Behaviors and Benevolent Leadership sub-dimension is higher than that of women. According to their professional experience, teachers with 11-15 years and 21 years or more of professional experience have a higher perception of School Principal Leadership Behaviors than teachers with 1-5 years of professional experience. It has been revealed that the perception of Paternalistic Leadership Behavior of the Teachers and the School Principals and the Perceptions of the Classroom Management Skills of the Teachers are higher for the postgraduates than for the undergraduates. A significant, low and positive relationship was found between the perception of Helpful Leadership of the teachers and the general and sub-dimensions of Teachers' Classroom Management Skills (excluding digital cohesion). In addition, a negative relationship was found between Perception of Authoritarian Leadership and Teachers' Classroom Management Skills, Physical Order and Management sub-dimension, and plan and program sub-dimension. It is understood that teachers' Benevolent Leadership perceptions affect their perceptions of Classroom Management Skills in a meaningful and positive way.
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