Okul Müdürünün İnovasyon Yeterlikleri ile Öğretmenlerin Küresel Yetkinlikleri Arasındaki İlişki

Abstract

Aim of research is to examine relationship between innovation competencies of school principal and global competencies of teachers based on their opinions Study also examines innovation competence of school principal predicts global competence levels of teachers. Target population of this research, was conducted with predictive relational screening design, consists of 6101 teachers working in 118 public high schools in nine districts of Ankara in 2019-2020 academic year. Data collected from teachers determined by stratified sampling method, with Innovation Competencies Scale of Secondary School Administrators and Global Competence Scale. Since data didn’t comply with the normal distribution parameters, non-parametric tests Mann-Whitney U and Kruskal-Wallis were used; in analyzing of data, Spearman Correlation coefficient and multiple linear regression analysis were used. According to results of innovation competencies of school principals and global competency levels of teachers are high in total. However, level of open-mindedness dimension of global competence is low. While the gender variable wasn’t determinative for innovation competence and its sub-scales, it was observed that male participants had more positive views on global competence total scale and e sub-scales of open-mindedness. The variables of teachers' education level, professional seniority and tenure at school they work in didn’t cause significant difference in both innovation. Age variable created significant differences in subscales of both scales. While branch variable didn’t make difference in global competency averages, caused difference in out-of-school communication dimension of innovation competencies of school principal. Low positive correlation was found between innovation competencies of school principal and global competencies of the teachers. While motivational competence of school principal was predictor of communication skills of teachers, it was found that out-of-school communication competence predicted level of open-mindedness of teachers.