Bu çalışmanın amacı, okul yöneticilerinin teknolojik liderlik öz yeterlikleri ile kişilik özellikleri arasındaki ilişkiyi ortaya koymaktır. Türkiye genelinde yapılan bu çalışmaya okul müdürü ve müdür yardımcısı olmak üzere toplam 8561 okul yöneticisi katılmıştır. Araştırmada Beş Faktör Kişilik Envanteri ve Teknoloji Liderliği Öz-Yeterlik Ölçeği kullanılmıştır. Bu çalışmada okul yöneticilerinin teknolojik liderlik öz yeterliklerini ve kişilik özelliklerini belirlemek için aritmetik ortalama ve standart sapma değerleri hesaplanmıştır. Bununla birlikte, okul müdürlerinin teknolojik liderlik öz yeterlikleri ile kişilik özellikleri arasındaki ilişkiyi ortaya koymak için kanonik korelasyon analizi yapılmıştır. Araştırma sonuçlarına göre, okul yöneticilerinin teknolojik liderlik öz yeterlik becerilerinden vizyoner liderlik davranışını göreli en az gösterdikleri, dijital vatandaşlık davranışını ise en fazla gösterdikleri saptanmıştır. Araştırmadan elde edilen bir diğer sonuca göre, okul müdürlerinin nevrotik kişilik davranışını göreli olarak düşük düzeyde gösterdikleri, öz disiplin kişilik davranışını ise göreli olarak daha fazla gösterdikleri anlaşılmıştır. Araştırma sonucunda yöneticilerinin kişilik özellikleri ile teknolojik liderlik öz yeterlik becerileri arasında pozitif yönde önemli kanonik ilişki bulunmuştur. Buna göre, dışa dönüklük, uzlaşmacılık, öz disiplin, deneyime açıklık düzeyleri yüksek olan okul yöneticilerinin teknolojik liderlik öz yeterlik becerilerinin de daha yüksek olduğu anlaşılmaktadır. Diğer taraftan, okul yöneticilerinin nevrotik kişilik düzeyi arttıkça teknolojik liderlik öz yeterlik becerilerinin azaldığı görülmüştür.
The aim of this study is to reveal the relationship between the technological leadership self-capacities and personality characteristics of school managers. A total of 8561 school managers, including school director and assistant director, participated in this work throughout Turkey. In the study, five factors personality inventory and technology leadership self-sufficiency scale were used. This study calculated the arithmetic average and standard deviation values to determine the technological leadership skills and personality characteristics of school managers. However, a canonical correlation analysis was conducted to reveal the relationship between the technological leadership self-capacities and personality characteristics of school managers. According to the results of the research, the school managers have found that the visionary leadership behavior from their technological leadership self-capacity skills is comparable to the digital citizenship behavior. According to another conclusion from the study, it is clear that school managers show neurotic personality behavior at a relatively low level, while self-disciplinary personality behavior at a relatively higher level. The research has found a significant canonical relationship in a positive direction between the personality characteristics of their managers and the technology leadership self-capacity skills. Accordingly, it is understood that school managers with high levels of outward orientation, consensus, self-discipline, experience-openness also have higher technical leadership self-qualification skills. On the other hand, as the level of neurotic personality of school managers increases, it has been seen that the technological leadership self-capacity skills decrease.
The aim of this study was to examine the relationship between school administrators’technological leadership self-efficacy and their personalitytraits. In this quantitative research,a descriptive model was used. The study was conducted throughout Turkey and 8561 schooladministrators participated in the study. To get data from school administrators, the “FiveFactors Personality Inventory” and “Technological Leadership Self Efficacy Scale” scales wereused. The data was analysed via arithmetic mean, standard deviation and canonical regressionanalysis. Through the findings it was found that school administrators indicated visionaryleadership behaviour relatively less and showed self-discipline behaviour more. It was also seenthat there was a significant canonical relationship between school administrators’ technologicalleadership self-efficacy and their personality traits in a positive way. It can be said that thehigher the level of principals’ extroversion, conscientiousness, agreeability and openness to theexperience were, the higher their level of technological leadership self-efficacy. On the otherhand, it was determined that as the levelof neurotic personality of school principals increased,their technological leadership self-efficacy skills decreased.
Alan : Eğitim Bilimleri
Dergi Türü : Ulusal
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