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Abstract


THE RELATIONSHIP BETWEEN SECONDARY SCHOOL PRINCIPALS’ VISIONARY LEADERSHIP BEHAVIORS AND STUDENTS’ ACADEMIC SUCCESS
School principals’ visionary leadership behaviors and the relatıonshıp between these behaviors and the academic successes of students were examined in this study based on the perceptions of vice-principals and teachers. The study was conducted through the relational screening model. The population of the study consisted of vice-principals and teachers who work in high schools in the center of Elazığ. The sample of the study consisted of 337 vice-principals and teachers who work in 21 high schools, seven schools each from the three categories low, moderate and high level of success based on the University Entrance Exam results. The school principals’ visionary leadership competencies scale was used in the study. Percentage, frequency, arithmetic mean was used for comparing the data collected from the vice-principals and teachers to measure school principals’ visionary leadership behaviors. In addition, t-test was conducted when the variances were homogeneous for the duty and gender variables; MWU test was conducted when the variances were heterogeneous. One-way variance analysis was conducted based on the academic success of students, professional seniority and educational status variables. When the one-way variance test results were significantly different, the Scheffe test as the Post-Hoc test was conducted to determine between which groups the difference occurred. Study results indicated that there was a significant difference for all dimensions based on the gender variable and for the two dimensions (communication-influence and values-beliefs) based on the academic success of students variable regarding school principals’ visionary leadership behaviors; there were no significant differences for the educational status, professional seniority and duty title variables.

Keywords
Leader, Vision, Visionary Leader, Academic Achievement


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