Abstract:

The aim of this study is to reveal the effect of school principals’ taking personal initiative and leadership behaviours on teacher motivation. For this purpose, in the 2017-2018 academic year, data were collected from the public primary and secondary schools’ teachers in Karatay, Meram and Selcuklu which are the central districts of Konya. The population of the study is consisted of 15190 teachers. A sample of the study was formed by reaching 720 teachers through proportional cluster sampling method. As a result of the analysis, the following findings were obtained. It was observed that the motivation levels of the teachers differed significantly in the intrinsic factors according to the variables such as gender, age, working time in the same school and education level. It was observed that there was a significant difference between primary and high school and secondary and high school in extrinsic and administrative dimensions according to school type. It has been concluded that there is a significant difference in the opinions of teachers in the administrative factors dimension according to the branch variable. A significant and positive relationship was found between self-starting, proactivity and persistence dimensions of taking personal initiative of school administrators and intrinsic, extrinsic and administrative factors of teacher motivation. A significant and positive relationship was found between democratic style and intrinsic factors of motivation of the teachers. A significant and negative relationship was found between autocratic and lassiez- fair style and intrinsic factors. The dimension of self- starting of taking personal initiative significantly predicts extrinsic factors and proactivity dimension predicts intrinsic factors significantly. On the other hand, proactivity and persistence dimensions significantly predict the administrative factors. While democratic style positively predicted teacher motivation, autocratic and lassiez- fair styles predicted negatively.

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