The Effect of School Principal Leadership on Teachers' Classroom Management Skills: Analysis with Different Variables

Öğretmenlerin Sınıf Yönetimi Becerisine Okul Müdürü Liderliğinin Etkisi: Farklı Değişkenlerle Analizi

Abstract

The purpose of this research is to investigate the effect of school principal leadership on teacher's classroom management behavior. The study group in the research carried out with the relational scanning model consists of teachers (N=610) 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; It has been revealed that women's classroom management skill attitudes are higher than men in physical order and management, time management, plan program management, behavior management sub-dimensions and overall scale. According to the age of the teachers, it was revealed that the perception of paternalistic leadership behaviors of the school principals of the teachers aged 20-30 was higher than the teachers aged 41-50. Single teachers' perception of school principal's paternalistic leadership behaviors was higher than married teachers. The Benevolent Leadership perception of the teachers working in secondary school was higher than the teachers working in high school. The perception of Physical Order and Management of the teachers working in primary school was higher than the teachers working in secondary school. In addition, the perception of Physical Order and Management of teachers working in primary, secondary and other education levels was higher than teachers working in high schools. The perception of Plan Program Management of the teachers working in primary and other education levels was higher than the teachers working in secondary and high schools. Behavior Management perception of teachers working at primary school levels was higher than teachers working in secondary and high schools. The general perception of Classroom Management Skills of the teachers working in primary and other education levels was higher than the teachers working in secondary and high schools. According to the findings related to the correlation analysis; There is a significant, low-level and positive relationship between the Benevolent Leadership and the general dimension of the Teachers' Classroom Management Skills Scale and the sub-dimensions of Physical Order and Management, Time Management, Plan and Program Management of the participants within the scope of the research. In addition, there is a significant, low-level and positive relationship between the General dimension of the School Principal's Paternalistic Leadership Behaviors, the general dimension of the Teachers' Classroom Management Skills Scale and the sub-dimensions of Physical Order and Management, Time Management, Plan Program Management and Behavior Management. The benevolent leadership sub-dimension perceptions of the participants significantly positively predicted the teachers' perceptions of Classroom Management Skills. It is also understood that the self-interested leadership sub-dimension perceptions of the participants significantly positively predicted the teachers' perceptions of Classroom Management Skills.