Abstract:

This research is carried out to determine the relationship between teachers' self-leadership levels and their work engagement. The research is in the relational survey model. The population of the research consists of teachers working in high schools in Osmangazi district of Bursa in the 2019-2020 academic year. The sample is 405 teachers selected with the convenience sampling method. The research data were collected with "Self-Leadership Scale" and " work engagement Scale". According to the kurtosis and skewness calculations, it was understood that the data were distributed normally and t-Test, one-way analysis of variance (ANOVA) and Pearson Product Moment Correlation and Multiple Regression Analysis techniques were used in the analyses. According to the results of the research, it is seen that the perception levels of teachers towards self-leadership levels are low in the dimension of self-punishment, high in the dimension of imagining successful performance by determining their own goals, self-rewarding, self-speaking, evaluating thoughts and ideas, self-observing, determining self-reminders and very high in focusing thought on natural rewards dimension. In the research, while teachers' level of work engagement is high in the dimensions of vigour and concentration, it is very high in the dimension of commitment. In the study, there are significant differences between teachers' perceptions of both teachers’ self-leadership and their work engagement levels in terms of gender, seniority, graduation status, number of teachers, and duration of work at the same school. A significant, positive and medium relationship is found between teachers' self-leadership levels and their work engagement. Finally, it is understood that teachers 'perceptions of their behavior-oriented strategies significantly explicate their work engagement levels, but the perception of focusing thought on natural rewards does not have an effect on teachers' work engagement.

Keywords: