Abstract:

The study, according to teachers working in the official institution, aimed at revealing the relationships between school managers’ management styles and organizational silence. Relational scan model was used when the data was obtained. The objective universe of research is formed by teachers who work in high schools. The research sample consists of 300 high school teachers identified by the easy sample method. The data has been obtained through the "Organic Silence Scale" designed by Coffee and Demirtaş (2013) with the "Advanced Director Management Style Scale" designed by Üstüner (2016). To determine whether teachers’ opinions about school managers’ management styles and organizational silence levels differ according to gender and education level, to determine whether they differ according to the variable of professional postgraduate, to determine whether teachers’ opinions about school managers’ management styles differ according to the variable of branch, to determine whether teachers’ opinions about organizational silence levels differ according to the variable of branch, to determine whether teachers’ opinions about organizational silence levels differ according to the variable of branch, to determine whether teachers’ opinions about organizational silence levels differ according to the variable of professional postgraduate. To determine the relationship between school managers’ management styles and organizational silence, Pearson’s correlation analysis was conducted. According to the teachers’ opinions, the findings of the research have found that the management style that school managers have most adopted is the “cooperative management style”. This has come to the conclusion that the "autoritary", "contraordinary" and "uninterested" management styles follow. According to the teachers’ opinions, the most observed type of organizational silence is the "sensation". It has been revealed that it is followed by the subdimensions of “management”, “isolation”, “school environment” and “the source of silence”. According to the teachers’ opinions, a significant difference has been achieved in terms of management styles in the professional age, branch variables, while a significant difference has not been achieved in gender, education level variables. According to the teachers’ opinions, in terms of organizational silence levels, significant differences are achieved in the vocational variable, while there is no significant difference in gender, educational level and branch variables. According to the teachers’ opinions, significant correlations have been achieved between the management styles of the school managers and the organizational silence in a positive and negative direction.

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