Abstract:

The purpose of this research is to reveal the relationship between the transformative leadership characteristics of school managers and the professional self-esteem of teachers, according to the perceptions of primary, secondary and secondary school teachers.  The universe of this research is made up of 1280 teachers who work in a total of 73 primary, secondary and secondary schools in the Muğla or Menteşe central district in the 2014-2015 educational year. The example is 369 teachers who work in primary, secondary and high school in the Menteşe central district, determined by the layer sample method. This study is a quantitative research developed with the relative scanning model. The data is collected with the Conversive Leadership Survey and the Professional Self-Respect Scale. In the analysis of the data, the percentage, frequency, arithmetic average, standard deviation calculations, deformity ratio, Pearson Correlation Score and parametric tests were used by the Anova Test, T-Test and Tukey HSD Test. According to the teachers’ perceptions, the study found that there was a medium, positive and meaningful relationship between the transformative leadership characteristics of school managers and the levels of professional self-esteem of teachers. The perceptions of teachers about the transformative leadership characteristics of school managers have found a significant difference according to the type of institution, gender and age variables in which teachers work. Teachers' perceptions of professional self-respect show significant differences according to the type of institution, gender and age variables in which teachers are employed.