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Yüzyılı aşkın süredir birçok bilimsel çalışma konusu olan liderlik, rekabet ortamının artması ile birlikte günümüzde etkili ve önemli hale gelmiştir. Eğitim kurumları içinde etkili olan liderlik, amaçlara ulaşmada büyük öneme sahiptir. Son dönemlerde kadınların çalışma hayatında etkin rol oynaması, beraberinde yönetici kadrolarında yer almalarını sağlamıştır. Bu çalışmada, öğretmenlerin eğitim kurumlarındaki kadın yöneticilere yönelik algıladıkları dönüşümcü ve etkileşimci liderlik davranışları, öğretmenlerin cinsiyet, yaş, kıdem, öğrenim düzeyi, branş, medeni durum, mezun olduğu okul, öğretmenin kadın yöneticiyle çalıştığı süre değişkenine göre istatistiksel olarak anlamlı bir farklılık gösterip göstermediği incelenmiştir. Araştırma evrenini, 2015-2016 eğitim-öğretim yılında Erzincan ili ve ilçelerinde MEB’e bağlı 250 okul öncesi, ilkokul, ortaokul ve liselerde görev yapan öğretmenler oluşturmaktadır. Araştırmanın örneklemini ise, kadın yöneticinin görev yaptığı 22 okul ile bu okullarda görevli 289 öğretmen oluşturmaktadır. Verilerin çözümlenmesinde SPSS 17.0 paket programı kullanılarak demografik özelliklerin frekans ve yüzde değerleri incelenmiş, ölçeklerden alınan puanların aritmetik ortalamaları ve standart sapmaları hesaplanmış, fark testlerinde t testi, varyans analizi (One- Way ANOVA), Kruskal Wallis-H testi yapılmıştır. Araştırma sonucunda, öğretmenlerin algılarına göre kadın yöneticiler genellikle dönüşümcü liderdik davranışlarını sergilemektedir. Kıdemi az ve gençlik yaş döneminde olan öğretmenler, kadın yöneticilerin dönüşümcü liderlik davranışlarını sergilediklerini düşünmekte iken, kıdemi fazla ve orta yaş döneminde olan öğretmenler, kadın yöneticilerin etkileşimci liderlik davranışlarını sergilediklerini düşünmektedirler. Ayrıca öğretmenlerin kadın yöneticilerde algıladıkları liderlik davranışlarının çeşitli faktörlerden etkilendiği belirlenmiştir.
Leadership, which has been the subject of many scientific studies for more than a century, has become effective and important today with the increased competitive environment. Leadership, which is effective within educational institutions, is of great importance in achieving goals. In recent years, women’s role in working life has made them participate in the management staff. In this study, the transformative and interactive leadership behaviors that teachers perceive towards women managers in educational institutions, the teachers’ gender, age, age, education level, branch, civil status, school where they graduate, the teacher’s working time with the female managers showed statistically significant differences. The research universe is made up of teachers working in the 2015-2016 educational and educational year in the Erzincan province and districts of MEB associated with 250 pre-school, primary, secondary and high school. According to the study, there are 289 teachers in the 22 schools in which the female manager is responsible. In the analysis of data using the SPSS 17.0 package program, the frequency and percentage values of demographic characteristics were studied, the arithmetic average and standard deviations of scales were calculated, the difference tests were tested, the variance analysis (One- Way ANOVA), the Kruskal Wallis-H test. According to the research, according to teachers’ perceptions, women’s managers often show their transformative leadership behaviors. Teachers who are young and young think that women’s managers show transformative leadership behaviors, while teachers who are older and middle-aged think that women’s managers show interactive leadership behaviors. It has also been determined that the leadership behaviors that teachers perceive in women managers are influenced by various factors.
Leadership, which has been the subject of many scientific researches for more than a century, has become more effective and significant with the increase of the level of competition environment. Leadership that is quite effective in educational institutions plays a crucial role in goal-achieving. As a result of women’s active role in working life recently, they have started to participate in administrative positions. This study is to define whether there is a statistically meaningful difference in teachers’ perception of woman administrators’ transformational and interactional leadership behaviors with respect to factors based on teachers’ gender, age, seniority, educational background, branch, marital status, and mater and working time. The population of the study consists of 250 preschool, primary, secondary and high school teachers appointed by the Ministry of National Education in Erzincan city and provinces around. The sample group consists of 22 schools administered by woman teachers and 289 teachers working in these schools. The frequency and percent value of demographic features has been analyzed with data analysis on SPSS 17.0. The averages and standard deviation of the points in the scales has been calculated. T test, variance analysis (One Way ANOVA), Kruskal Wallis-H test were applied in difference tests. The study results revealed that the woman administrators generally show transformational leadership behaviors in regard to the perceptions of teachers. While the teachers with a low level of seniority think woman administrators show transformational leadership behaviors, teachers with high level of seniority think woman administrators show interactional leadership behaviors. Furthermore, teachers’ perception of woman administrators is affected by several factors.
Field : Eğitim Bilimleri
Journal Type : Ulusal
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