Öğretmen Görüşlerine Göre Okul Müdürlerinin Yönetim Tarzları, Anlam Yaratmaları, Okul Etkililiği ve Okulların Değişime Açıklığı Arasındaki İlişkiler
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With this research, it was tried to determine the relationships between school administrators' management styles, sense making competencies, openness to change and effectiveness of schools. Relational survey model was used to reveal the relationships between management styles, sense making, openness to change and effectiveness of schools. The population of the research consisted of 5250 teachers working in public schools affiliated to the Ministry of National Education in the central districts of Erzurum (Aziziye, Palandöken, Yakutiye). Stratified sampling and simple random sampling method were used by choosing multi-stage sampling as the sample. The sample of the study consisted of 1046 teachers. To collect the data of the research; "Perceived Principal Style Scale", "Perceived School Effectiveness Scale", "School Principals' Meaning Creation Competence Scale" and "School Openness to Change Scale" were used. In this study, confirmatory factor analysis for validity studies of scales and reliability coefficients for reliability studies were calculated. For statistical analysis of data; Frequency and percentage, mean, standard deviation, t test, Anova test, analysis of variance, Pearson Product Moments Correlation Coefficient (r) were used to calculate the relationships between variables. In addition, Structural Equation Modeling was used to determine the mediating role of schools' openness to change and school administrators' ability to sense making in the relationship between school administrators' management styles and school effectiveness. Teachers' perceptions of school administrators' management styles, school administrators' ability to sense making, school effectiveness and schools' openness to change; It was determined that there were significant differences according to the variables of gender, branch, education level, seniority and school level. According to the research findings, it was concluded that there were significant relationships between the variables. A positive relationship between collaborative management style and other variables; A negative relationship was determined between authoritarian, disinterested and oppositional management styles and other variables. In addition, it has been determined that the openness of schools to change and the competence of school administrators to sense making have a mediating role in the relationship between school administrators' management styles and school effectiveness. School administrators' management styles directly affect school effectiveness. However, management styles affect school effectiveness through school administrators' ability to sense making and schools' openness to change.