Özet:

This study was conducted to examine the effect of empowering leadership behaviors of school principals working in public primary schools on teachers' professional development self-efficacy. The answers to the research questions were sought with the "quantitative research" approach predicted by the positivist paradigm. In addition, the research was designed with the causal comparison model, which is one of the descriptive survey models. The data of the study were collected using the "Empowering Leadership Scale" adapted to Turkish by Konan and Çelik (2018) and the "Teachers' Professional Development Self Efficacy Scale" developed by Yenen and Kılınç (2021). The sample of the study consisted of 317 teachers who were included in the study according to the snowball sampling technique. SPSS 21.0 statistical package program was used to analyze the research data. In the analysis of the data, while the differences were analyzed in pairwise comparisons, t-test was used for independent samples, and one-way analysis of variance was used for the differences in more than two comparisons. Analyses of the prediction of teachers' professional development self-efficacy by school principals' empowering leadership behaviors were performed with multiple linear regression analysis. According to the results of the research, the behaviors in the accountability sub-dimension of the empowering leadership behaviors of school principals affect the personal development self-efficacy levels of teachers. It is obvious that the behaviors of school principals in this dimension will contribute directly to teachers and indirectly to the school. Therefore, it is important for schools to encourage such behaviors. In addition, in this study, it was found that the supporting sub-dimension of empowering leadership behaviors significantly predicted both the whole and each sub-dimension of professional development self-efficacy perception. For this reason, it is important for school principals to exhibit behaviors that are especially in the supporting dimension to increase teachers' perceptions of self-efficacy. In this study, it was determined that the behaviors of school principals in the delegation of delegation of authority dimension did not affect teachers' self-efficacy perceptions. This result is the opposite of what is expected. For this reason, retesting with larger-scale researches will contribute to the literature.

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