Abstract:

This study was carried out in order to determine whether there is a relationship between school managers’ enhancing leadership levels and teachers’ collective qualification perceptions. In the Eskişehir or Odunpazari district, 112 class teachers who worked in public primary schools in the 2022-2023 educational year participated in the work. Teachers identified by the easy sampling method participated voluntarily in the research. The research carried out as a quantum has been carried out in the imaginary quality and in the relative scan model. The Personal Information Form created by the writers as a data collection tool to the purpose and sub-purpose of the research, the Strengthening Leadership Scale (OMGLÖ) adapted to Turkey by Konan and Steel and the Collective Teacher Qualification Scale adapted to Turkey by Erdoğan and Dönmez were used with permission from the scale owners. Research data has been collected through applications that allow to collect data online and made it suitable for data analysis in a computer environment without any changes. Because the data of the study has a normal distribution, parametric tests have been applied and the Pearson Cross-Moment Correlation Analysis has been conducted to determine whether there is a relationship between the strengthening leadership characteristics of the school managers and the collective qualification perceptions of classmates. The findings from the research are as follows: the school manager of class teachers' enhancing leadership perceptions are at the "often" level and the collective qualification perceptions are at the "very" level. The conclusion is that there is no statistically meaningful relationship between the stronger leadership characteristics of the school manager and the collective level of teacher's qualification perception. The strengthening leadership of the school directors does not differ in the gender, age, educational status of the teacher and the current school director and the time of work. Teachers' school manager strengthening leadership perceptions show significant differences in the benefit of teachers with 10-20 years of professional experience and teachers with 21 years of professional experience and above 21 years of professional experience. Teachers' collective qualification perceptions do not differ in the variables of the teacher's gender, age, educational status, professional age and current school manager and working time.

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