Okul Müdürü Olma İstekliliği, Algılanan Kurumsal Destek, Kişilik ve Okula Liderlik Etme Motivasyonu Arasındaki İlişkiler

Abstract

The purpose of this study is to examine the relationships between teachers' willingness to become school principals, perceived institutional support, personality and motivation to lead the school. The sample of the quantitative study designed in the relational survey model consisted of 417 teachers working in primary schools in the central districts of Ankara province in the 2023-2024 academic year. In the study, “Willingness and Adaptation Scale to Become a School Administrator”, “Five Factor Personality Scale”, “Perceived Institutional Support Scale” and “Motivation to Lead School Scale” were used. Arithmetic mean, standard deviation, t-test, one-way ANOVA, Pearson product-moment correlation coefficient and hierarchical regression were used to analyze the data. As a result of the study, it was determined that teachers' willingness to become school principals was at a moderate level, the highest mean belonged to the professional competence and success belief, and the lowest mean belonged to the status and achievement sub-dimension. It was seen that teachers' willingness to become school principals differed significantly according to gender and educational status. It was observed that teachers' motivation to lead the school differed significantly according to educational status, leadership and school climate sub-dimensions according to gender, and professional satisfaction sub-dimension according to age and professional seniority. There was a negative and moderately significant relationship between willingness to be a school principal and motivation to lead the school. Personality explained 5% of the variance in willingness to be a school principal, motivation to lead the school predicted 19% of the variance in willingness to be a school principal when motivation to lead the school was added to the model, and perceived institutional support had no predictive power.