Abstract:

This study aims to determine the relationship between the levels of self-respect of school managers and the situations of taking personal initiative. The study sought answers to the following questions: What are the perceptions of school managers about self-respect and the conditions of taking personal initiative? According to the perceptions of the school managers, the levels of self-respect and the conditions of taking personal initiative differ from the state of education, the period of professional service, the age, the type of settlement unit in which the institutions they work? Is there a relationship between the level of self-respect of the school managers and the conditions of taking personal initiative? Is the self-respect of the school managers the incentive of personal initiative? This research is in the relational scan model. The research has not taken examples, it has been attempted to reach the entire universe. In the framework of the research, in the 2018-2019 educational year, scales have been applied to a total of 161 school directors who work in primary, secondary and secondary schools from state schools in the center and districts of Edirne. The research has been developed by Arıcak (1999) with the "Arıcak Self-respect Scale" developed by Akın (2012) with the "Personal Initiative Measurement Instruments in School Directors School Director Form". According to the findings of this study, the level of self-esteem and the status of personal initiative of school managers is high; the relationship between the level of self-esteem and the status of personal initiative is medium and positive in all dimensions. According to the multiple regression analysis, the self-esteem scale, self-value, self-confidence, depressive emotions, self-sufficiency, success and productivity dimensions are 44% of the self-start scale of the personal initiative, 47% of the proactivity and 42% of the persistence. According to the results of the study, school managers may be suggested to be more supported by the top authorities in taking personal initiatives. A model can be developed in the choice of school directors that will also take into account the levels of self-respect.