Abstract:

This study was done to identify the relationship between teachers’ leadership characteristics and the levels of psychological violence (mobbing) they suffer. In this context, the model of the research is defined as a relative scan model. The study’s sample group consists of 317 teachers working in different educational stages. The research data was collected with the Teaching Leadership Scale developed by Beycioğlu and Aslan (2010) and the Psychological Violence Scale developed by Ehi-Yatçı (2011). In the analysis of the collected data; frequency and percentage analysis, Kolmogorov-Smirnov normality test, independent groups t test, one-way anova and pearson correlation analysis were used. At the end of the study, a significant level of differentiation was not determined based on the overall leadership score of teachers and the cooperation with colleagues, corporate development and professional development dimensions, gender, education stage, age group and experience. The levels of psychological violence in which teachers suffer and the size of attacks on the individual's profession, attacks on the individual's social life and attacks on the individual's individual have been identified a significant differentiation in the benefit of women teachers. However, a significant differentiation has not been determined according to the degree of education, age group and experience. In addition, it has been established that there is a negative meaningful relationship between teachers’ leadership levels and the levels of psychological violence they suffer.

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