KADIN VE ERKEK OKUL MÜDÜRLERİNİN FRAKTAL LİDERLİK UYGULAMALARININ KARŞILAŞTIRMALI BİR ANALİZİ (MBALE, UGANDA)

Abstract

The study was conducted to investigate, establish and compare the fractal leadership related practices of female and male school principals. A survey model was adopted for the study in question. The population of the study included 419 teachers from three (3) female led and three (3) male led selected secondary schools in Mbale District, Uganda in the year 2016. The data used for analysis in the study was taken from 313 teachers representing 74.7% of the targeted teachers. A fractal leadership practices scale (FLP-Q) developed by the researcher was used to collect data on the fractal leadership related practices of female and male school principals. The fractal leadership related practices of female and male school principals were limited to 10 fractal leadership and management functions adopted from Raye as well as Shoham and Hasgall as follows: shared purpose and values that create pattern integrity, universal participation in ideas and solutions for continuous improvement, decision making at functional levels, leadership devoted to employee development as a source of intellectual capital, competition energy directed outward instead of inward, synchronization of the goals of each employee as a fractal with the system as a whole, the ability to cope with the environment, decentralization of power and resources, work processes and knowledge transfer and self-development of each fractal In order to ascertain the fractal leadership related practices of female and male school principals based on teachers’ views; frequencies, percentages and arithmetic means were utilized. An attempt was also made to establish differences in views of teachers regarding fractal leadership related practices of female and male school principals based on school type, gender, marital status, age, educational or academic qualification and professional experience. In tandem with this aim, the independent samples t-test statistical technique was applied to establish differences in variables with two (2) groups or elements while the one-way analysis of variance (ANOVA) statistical technique was applied to variables with three (3) or more groups or elements. At the end of the statistical tests, whenever a statistically significant difference was established, an attempt was made to ascertain which group the difference came from. Before doing so however, a Levene’s test was conducted to find out whether the variances of various groups obtained were homogeneous or not. After analyzing the variances, in cases where the variances were homogeneous, the highly credible and utilized LSD (Fisher’s Least Significant Difference) test was applied. In the study, all statistical computations were premised on the .05 significance level. Conversely, all statistical computations related to the study in question were done using the SPSS 23.0 for Windows packet program. According to the findings of the study; male school principals’ fractal leadership related practices were found to be at a moderate level of effectiveness while female school principals’ fractal leadership related practices were found to be at a low level of effectiveness. Responses of teachers regarding fractal leadership related practices of female and male school principals showed significant differences in some dimensions or elements based on school type, age, educational / academic qualification and professional experience. Meanwhile, responses of teachers regarding fractal leadership related practices of female and male school principals showed no significant differences in all dimensions or elements based on gender and marital status variables. In order to improve on the fractal leadership related practices of female and male school principals, it is being claimed that a number of appropriate efforts have to be put forward and instituted.