Examining the Effects of Toxic Administrator Behaviors on Teachers' Classroom Management Style

Toksik Yönetici Davranışlarının Öğretmenlerin Sınıf Yönetimi Stillerine Etkisinin İncelenmesi

Abstract

This study aimed to investigate the effects of toxic administrator behaviors on teachers' classroom management styles according to teachers' opinions. The research was carried out with the relational screening model. According to the research result; it is seen that the general toxic leadership score average is 1.83±0.91. The general attitude score average of the teachers' classroom management styles is 3.29±0.43. As a result, it is seen that the toxic leadership perceptions of the teachers who participated in the research are well below the average and their classroom management style perceptions are above the average. In the examination according to gender, the toxic leadership and classroom management style perceptions of the teachers who participated in the research do not change according to being male or female. In the examination according to marital status, the toxic leadership and classroom management style perceptions of the teachers who participated in the research do not change according to being married or single. In the examination according to educational status, in terms of the general dimension of toxic leadership, the toxic leadership perceptions of teachers who are postgraduate graduates are higher than those who are bachelor's graduates. On the other hand, it was revealed that the perceptions of classroom management styles do not change according to bachelor's or master's degree status. In the examination according to age groups, in the general dimension of toxic leadership of the participants; Teachers aged 31-40 had a higher perception of toxic leadership than teachers aged 41-50 and 51 and above. There was no statistical difference between classroom management styles and age groups. In the examination according to the years of service groups, the toxic leadership perception of teachers aged 11-15 years was higher than teachers aged 20 and above in terms of the general dimension of toxic leadership. There was no statistical difference between the classroom management styles and years of service groups. On the other hand, there was no statistically significant difference between teachers' perceptions of toxic leadership total scores and classroom management styles total scores. In addition, teachers' perceptions of toxic leadership total scores did not predict their perceptions of classroom management styles total scores in any way.