Abstract:

In this study, it is aimed to examine the democratic, the autocratic and the laissez-faire leadership styles of public-school administrators and their taking personal initiative situations. The universe of the study consists of 15190 teachers working in public primary, secondary and high schools in the central districts of Konya, Karatay, Meram and Selçuklu in the 2018-2019 academic year. The sample of the study was formed by randomly selecting 720 teachers working in the same districts. The study was designed in correlational survey model. Data from teachers were obtained through the Leadership Styles Scale developed and School Principals' Initiative Taking Scale. According to the findings of this study, it was determined that school administrators preferred the autocratic the most and the laissez-faire leadership style the least and they took moderate personal initiative. There was a significant difference in the laissez-faire leadership style regarding the gender variable. While there was a significant difference in the autocratic leadership style and in the self-starting dimension of taking initiative in the seniority variable, a significant difference was found in the autocratic and the laissez-faire leadership styles and in the self-starting and the proactivity dimensions of taking initiative in the variable of working with the same principal. A significant difference was found in the autocratic and the laissez-faire leadership styles in the variable of working duration at the same school, and a significant difference was found in the democratic and the autocratic leadership styles and in the self-starting and the proactivity dimensions of taking initiative in the school type variable. There is a strong and positive correlation between leadership styles and taking personal initiative. In addition, it was determined that the act of taking personal initiative was predicted by leadership styles.

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