Okul Yöneticilerinin Öğretmenlere İlişkin İnsan Doğası Varsayımları ve Sergiledikleri Yönetim Tarzları

Abstract

This study aims to investigate school principals’ human nature assumptions for teachers and their management styles as pursuit by teachers. This is a descriptive study utilizing the survey model. The population of the study consisted of 27,001 teachers and 1.863 principals working at public primary and secondary schools in Ankara. The sample was comprised of 400 principals and 500 teachers selected via stratified sampling method. The data were gathered through the scales of “The Scale of School Principals’ Human Nature Assumptions for Teachers” and “The Scale of Management Styles Exhibited by School Principals”. Scales were developed by the researcher. The validity and reliability study of the scales were performed. The findings showed that school principals nurtured the assumption of social human beings at the highest rate. It is suggested that the role of social activities geared toward principals, teachers, students and parents should be increased in the fulfillment of purposes of education. The findings demonstrated that assumption of rational/economic human beings was as popular as the assumption of social human beings. It is suggested that effective performance assessment systems should be introduced to boost performances of teachers. The results showed that as the education level of principals increases, their assumptions on human nature tend to focus more on human relations. It was suggested that principals should be encouraged for graduate education and relevant in-service training should be enhanced. Finally, the findings have demonstrated that principals exhibited indifferent management styles at the highest and democratic styles at the lowest rates.