Journal of Management and Educational Sciences

Examining the Effect of Leadership Behavior on Teachers' Professional Development in Educational Institutions

2025-03-16T17:04:49+03:00

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.

Examining the Effect of Leadership Characteristics of Administrators on Creating School Culture

2025-03-16T17:20:17+03:00

The purpose of this study is to examine the effects of school principal leadership on school culture. The study was conducted using a relational screening model. According to the study results; it is seen that the leadership styles and school culture perceptions of school principals are above average. In the examination conducted according to gender; the leadership perception of male school principals is higher than that of females. Again, the perception of male school culture is higher than that of females. In the examination conducted according to marital status; according to teachers' opinions, the leadership styles and school culture perceptions of school principals do not change according to married and single status. In the examination conducted according to age; according to teachers' opinions, the leadership styles and school culture perceptions of school principals do not change according to age groups. In the examination conducted according to years of service; according to teachers' opinions, the leadership styles and school culture perceptions of school principals do not change according to years of service groups. In the examination conducted according to school level; according to teachers' opinions, the leadership styles and school culture perceptions of school principals do not change according to schools at different levels. Finally, according to teachers' opinions, there is a high-level, significant and positive relationship between the leadership styles of school principals and school culture perceptions. In addition, the leadership styles of school principals significantly predict the total score perceptions of school culture. Accordingly, a 100-unit increase in the participants' democratic leadership sub-dimension increases school culture behavior by 49%. Again, a 100-unit increase in the participants' autocratic leadership sub-dimension increases school culture behavior by 19.1%.

Examining the Effect of Occupational Burnout on Job Satisfaction: An Application on Teachers

2025-03-16T17:27:43+03:00

This study aimed to examine the relationship between teachers' job satisfaction and occupational burnout according to teachers' opinions. The relational screening model was used in the study. According to the research results; it was seen that teachers' job satisfaction was above average and their burnout levels were below average. While emotional exhaustion was the highest among the sub-dimensions of the Maslach burnout scale, desensitization was found to be the lowest. While intrinsic satisfaction was the highest among the sub-dimensions of the Minnesota job satisfaction scale, extrinsic satisfaction was found to be the lowest. In the examination made according to gender; while teachers' burnout perceptions did not differ according to women and men, men's job satisfaction perceptions were higher than women. In the examination made according to age; job satisfaction levels of teachers in the 20-30 and 41-50 age range were higher than the job satisfaction levels of teachers in the 31-40 age range. However, no significance was determined between the Maslach burnout scale and age groups. It was found that Maslach burnout and Minnesota job satisfaction perceptions did not change according to married-single and undergraduate and graduate education status. In the examination conducted according to professional experience, it was observed that the burnout perceptions of teachers with 21-30 years of seniority were higher than the job satisfaction levels of teachers with 11-20 years and 31 and above years of seniority. However, no significance was found between the professional experience groups of the Minnesota job satisfaction scale. In the examination conducted according to the satisfaction they felt about working in the field of education; according to the teachers' perceptions, the perceptions of those who were not satisfied in terms of Maslach burnout perceptions were higher than those who were satisfied. In Minnesota job satisfaction perceptions, the perceptions of those who were satisfied were higher than those who were not satisfied. According to the teachers' perceptions, no difference was found in Minnesota job satisfaction perceptions according to the status of choosing their profession willingly. However, there was a difference in Maslach burnout perceptions according to the status of choosing their profession willingly. This difference was in favor of those who did not choose their profession willingly. In the Maslach burnout perceptions of teachers, the perceptions of those who did not consider resigning from their jobs were found to be higher than those who considered. In Minnesota job satisfaction perceptions, the perceptions of those who did not consider resigning from their jobs were found to be higher than those who considered. In the study, a moderate negative relationship was found between the general dimensions of teachers' Minnesota Job Satisfaction and Maslach Burnout. It was also understood that teachers' Maslach burnout perceptions negatively predicted their Minnesota job satisfaction perceptions significantly. In other words, a 100-unit increase in the Maslach burnout dimension decreased their Minnesota job satisfaction perceptions by 69.5%.

Examining the Effect of Teachers’ Innovative Work Behaviors on Their Individual Job Performance

2025-03-16T18:36:20+03:00

The aim of this study is to examine whether innovative work behaviors have an effect on individual performance according to teachers' opinions. The relational screening model was used in the study. As a result of the study; it was found that individual work performance and innovative work behavior levels were above average. According to teachers' perceptions; women's perceptions of supporting ideas were higher than men. However, no statistical difference was found between innovative work behaviors and individual work performance and age and professional experience groups. As a result of another study; a statistically significant difference was found between the idea generation and implementation sub-dimension of innovative work behaviors and educational status groups. In other words, it was found that the idea generation and implementation perceptions of master's and doctoral graduates were higher than undergraduate graduates. Similarly, a statistically significant difference was found between the general scale of innovative work behaviors and educational status groups. Accordingly, it was found that the general perceptions of master's graduates regarding idea innovative work behaviors were higher than undergraduate graduates. It was also found that the general perceptions of associate degree graduates regarding individual work performance were higher than undergraduate and graduate graduates. Another result; the perceptions of those who received innovation training in the idea generation and implementation, idea support and contextual sub-dimensions were higher than those who did not receive innovation training. Finally, a significant, moderate and positive relationship was found between the general dimensions of innovative work behaviors and individual work performance. In addition, teachers' perceptions of innovative work behaviors significantly predict individual work performance perceptions. Accordingly, it is understood that teachers' perceptions of the idea generation and implementation sub-dimension significantly positively predict individual work performance perceptions. In other words, a 100-unit increase in teachers' innovative work behavior dimension increases their perceptions of the idea generation and implementation sub-dimension by 34.7%. In addition, it is understood that teachers' perceptions of the idea support sub-dimension significantly positively predict individual work performance perceptions. In other words, a 100-unit increase in teachers' innovative work behavior dimension increases their perceptions of the idea support sub-dimension by 11%.

Examining the Relationship Between Teacher Autonomy Behaviors and Classroom Management Styles

2025-03-16T18:44:51+03:00

The aim of this research is to examine the relationship between teacher autonomy and classroom management styles according to teachers' opinions. Relational screening model was used in the research. In the first finding of the research; classroom management styles and teacher autonomy levels are above average. As a result of the analysis; men's perceptions of classroom management styles were found to be higher than women. On the other hand, it was revealed that teacher autonomy perceptions did not change according to women and men. In the examination made according to age groups; it was found that the difference between teacher autonomy and the arithmetic means of age groups was statistically significant. Accordingly, it was concluded that the perception of teacher autonomy of the 31-40 age group was higher than the 41-50 age groups. The difference between the arithmetic means of classroom management styles and age groups was found to be statistically significant. Accordingly, it was concluded that the perception of classroom management styles of the 31-40 and 41-50 age groups was higher than the 20-30 age groups. On the other hand, it was revealed that teachers' perceptions of teacher autonomy and classroom management styles did not change according to being married or single. In the examination made according to educational status; It was found that the perception of autonomy of teachers with a master's degree was higher than that of teachers with a bachelor's degree. On the other hand, it was found that there was no difference in their perceptions of classroom management styles according to their educational background. In the examination made according to professional experience; the difference between the arithmetic means of teacher autonomy and professional experience groups was not found to be statistically significant. However, the difference between the arithmetic means of classroom management styles and professional experience groups was found to be statistically significant. Accordingly, it was concluded that the perception of classroom management styles of the group between the ages of 17-24 was higher than the groups between the ages of 1-8 years. On the other hand, the difference between the arithmetic means of the institution type groups where the perceptions of teacher autonomy and classroom management styles were applied was not found to be statistically significant. Finally, within the scope of the research, a significant, low-level and positive relationship was found between the general dimensions of teacher autonomy and classroom management styles, while teachers' perceptions of autonomy significantly predicted their perceptions of classroom management styles. In other words, a 100-unit increase in the dimension of teachers' autonomy increased their perceptions of classroom management styles by 23.7%.