Okul Müdürlerinin Liderlik Davranışlarının Öğretmenlerin Psikolojik Sermayeleri ile İlişkisi
Özet
The purpose of study is to determine principals’ leadership behaviours impact on
teachers’ psychological capital in public primary and secondary schools. Research
population carried out in accordance with quantitative research method consisted of
13657 primary and 14868 secondary school teachers in nine districts of Ankara.
Stratified sampling method was used for statistical data collection. Study was
designed with single and correlational research designs. Teachers were
represented by 731 participants, 361 of whom work at primary and 370 of whom
work at secondary schools. “Scale (LPS)” adapted into Turkish from Kouzes and
Posner’s Leadership Practices Inventory by Yavuz (2010) and the “Psychological
Capital Scale (PCS)” developed by Çetin (2015) were used as data tools. Data was
analysed with SPSS 22.00 program. Regression analysis result indicates that
principals’ leadership behaviours are a significant predictor of teachers' perceptions
regarding their psychological capital. Furthermore, primary school teachers'
perceptions concerning their psychological capital is slightly higher than that of
secondary school teachers. Research results also point out that both teachers'
perceptions on principals' leadership behaviors were highest in encouraging the
heart dimension and lowest in challenging the process dimension. Teachers'
perceptions regarding their psychological capital were lowest in humor dimension
and highest in wisdom dimension. Participants' gender, school type, seniority and
educational level shows a statistically significant difference in their perceptions
regarding principals' leadership behaviours. Moreover, teachers psychological
capital levels in both school groups show a statistically significant difference in terms
of aforementioned variables.
Keywords: positive psychology, psychological capital, positive organizational
behaviour, leadership, teachers, principals
