Pınar MERT, Hanifi PARLAR, Mustafa ÖZGENEL

THE ROLE OF THE CRITICAL LEADERSHIP STYLE OF SCHOOL PRINCIPALS IN SCHOOL EFFECTİVENESS

The aim of the research is to determine whether the critical leadership styles perceived by teachers are predictive of school effectiveness. The predictive research pattern, one of the quantitative research patterns, was used. The study group of the research consists of 305 volunteer teachers working in public schools in Üsküdar district of Istanbul Province. Participant Information Form, School Activity Index and The Crıtıcal Leadershıp Style Scale were used in the study. The data were analyzed by making parametric tests. As a result of the research, it was revealed that teachers' perceptions of school effectiveness did not make a significant difference according to their gender, educational status, years of seniority, and school level. Also, it was determined that teachers' critical leadership style perceptions did not make a significant difference according to their gender, educational status, years of seniority, and school level. Another important result of the research is that there is a moderate and positive significant relationship between teachers' critical leadership and school effectiveness.

Anahtar Kelimeler:

Leadership, Critical leadership, Effective school, School effectiveness

THE ROLE OF THE CRITICAL LEADERSHIP STYLE OF SCHOOL PRINCIPALS IN SCHOOL EFFECTİVENESS

The aim of the research is to determine whether the critical leadership styles perceived by teachers are predictive of school effectiveness. In the study, the predictive research pattern, one of the quantitative research patterns, was used. The study group of the research consists of 305 volunteer teachers working in public schools in Üsküdar district of Istanbul Province. Participant Information Form, School Activity Scale and The Critical Leadershıp Style Scale were used in the study. The data were analyzed by conducting parametric tests. As a result of the research, it was revealed that teachers' perceptions of school effectiveness did not have a significant difference according to their gender, educational status, seniority, and school level. Also, it was determined that teachers' critical leadership style perceptions did not have a significant difference according to their gender, educational status, seniority, and school level. Critical leadership style of school principals perceived by teachers significantly predicts school effectiveness. Another important result of the study is that there is a moderate and positive significant relationship between school principals' critical leadership style perceived by teachers and school effectiveness. Critical leadership style explains 27% of the total variance in school effectiveness.

Keywords:

Leadership, Critical leadership, Effective school, School effectiveness,

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