Shared leadership and employee empowerment develop positive feelings in employees towards the organization, the work they do and themselves. These positive emotions create confidence for employees to try new methods and techniques in their work. Employees who approach their work with an innovative mindset will be more beneficial to their organizations and increase their own satisfaction. In this study, the shared leadership, employee empowerment and innovativeness levels of schools, the relationship of these variables with each other and the predictive status were examined according to the perceptions of the teachers. This study is a research in relational survey model. The data of the research were collected in the province of Malatya in November during 2019-2020 academic year. The data were collected through "Shared Leadership", "Employee Empowerment" and "Innovativeness" scales. Correlation analysis and structural equation modeling were used to analyze the data. According to the results of the research, the levels of shared leadership, employee empowerment and innovativeness in primary schools are "partially high". There is a positive, significant and moderate relationship between the school's shared leadership and employee empowerment and teachers' innovativeness. In addition, shared leadership and employee empowerment predict teachers' innovativeness. For this reason, it is considered important to create a school environment where leadership is shared in order to increase the innovativeness of teachers and to support teachers and include them in decision-making processes in order to empower them.
Shared leadership enables employees to develop positive feelings for their organizations and themselves. Especially, their devotional feelings and behaviours towards their organizations increase with the sharing of leadership. In this study, the shared leadership of the school and the organizational commitment levels of the teachers, their relationship with each other and the predictive status were examined. This study is a research within relational survey model. The data of the research were collected from 512 teachers in primary and secondary schools in Malatya districts of Turkey in the 2019-2020 academic year. The data were collected through the Shared Leadership Scale and the Organizational Commitment Scale of Teachers. For the analysis of the data, ttest, ANOVA test, correlation and regression analyzes were performed. According to the results of the research, shared leadership and organizational commitment levels in primary and secondary schools are high. There is a positively significant and moderate correlation between the shared leadership of the school and the organizational commitment of teachers. Shared leadership in primary and secondary schools positively and significantly predicts teachers' organizational commitment. For this reason, in order to increase the organizational commitment of teachers; it is important to create a sharing school life, in order to support teachers for the purposes of the organization and to include them in decision-making processes. According to the results obtained, it is recommended that young teachers with lower organizational commitment be given more duties, powers and responsibilities.
The purpose of this study was to measure shared leadership and positive psychological capital levels of teachers at schools and to examine the relationship between these two variables. Descriptive survey and relational research models were used in the study. The sample group of the study was comprised of 550 teachers working at primary and secondary schools at the Battalgazi and Yeşilyurt central districts of the province of Turkey during the 2017-2018 academic year. The data were acquired via Shared Leadership Scale and Positive Psychological Capital. Descriptive statistics were calculated during the data analysis stage, correlation analysis and regression analysis were used. According to the results of the study, there is a correlation between shared leadership and the positive psychological capitals of teachers at primary and secondary schools. Shared leadership at primary and secondary schools predict the positive psychological capitals of teachers and all its sub-dimensions in a statistically significant manner. It was observed as a result of the study that shared leadership and positive psychological capitals of teachers are at a high level in primary and secondary schools. It was observed that shared leadership at schools increases the positive perspectives of teachers, their expertise, sense of trust, social characteristics, their resolve to struggle against difficulties and their hope for the future. It was observed that creating a school environment based on sharing, supporting the efforts of teachers, including them in decision making processes, ensuring that they effectively contribute to all development and change efforts in the school or the solution stages of a problem as well as working in cooperation to reach the goals of the school are important so that teachers as one of the most important elements of education develop a positive psychology.
<p style="text-align: justify;">It is regarded as considerable values those principles’ skills of managing diversities and teachers’ cultural intelligences which mean they understand and appreciate other cultures. These core values are remarkably vital to be culturally literate in the global world. The organizations and their administrators respecting the diversities of the employees can allocate more time competing their counterparts in the world instead of losing energy with unnecessary conflicts. The aim of the study is to examine the correlation between teachers’ cultural intelligence and Principal’s managing the diversities and their transformational leaderships according to the teachers’ point of views. The research has adopted a correlational model. The data of the research was gathered from 428 primary school teachers in Turkey/Malatya during 2020-2021 academic year. The Data was gathered through the “Cultural Intelligence”, “Diversity Management” and “Transformational Leadership” scales. The data was analyzed by arithmetic mean, correlation analysis and regression analysis. The results of the research suggest that the primary school teacher’s cultural intelligence, the principal’s management of diversity and their transformational leadership levels were “mostly high”. It was revealed that there was a moderate level positive significant correlation between teachers’ cultural intelligence levels and Principal’s skills of managing the diversities and their transformational leaderships. Moreover, teacher’s cultural intelligence levels and Principal’s skills of managing the diversities predict the transformational leaderships of Principles. Consequently, to increase the transformational leadership of Principals, it is recommended to enhance teachers’ socio-cultural awareness and to work on improving the skills of diversity management of principals.</p>
Bu araĢtırmada; öğretmenlerin iĢ yaĢamında yalnızlık düzeyleri ile iĢle bütünleĢme ve yaĢam doyumu düzeyleri arasındaki iliĢkinin incelenmesi amaçlanmaktadır. Bu çalıĢma; nicel araĢtırma desenlerinden korelasyonel desen ile tasarlanmıĢtır. Siirt ilindeki ilkokullarda görev yapan öğretmenler, araĢtırmanın evrenini meydana getirmektedir. AraĢtırmanın örneklemi ise Siirt ilindeki 26 ilkokulda görev yapan 241 öğretmenden oluĢmaktadır. AraĢtırmada, seçkisiz örnekleme yöntemlerinden oransız küme örnekleme yöntemine baĢvurulmuĢtur. ÇalıĢmanın verilerinin elde edilmesinde "KiĢisel Bilgi Formu", "ĠĢ YaĢamında Yalnızlık Ölçeği", "ĠĢle BütünleĢme Ölçeği" ve "YaĢam Doyumu Ölçeği" kullanılmıĢtır. HiyerarĢik çoklu regresyon analizi sonuçları; öğretmenlerin iĢ yaĢamında yalnızlık düzeylerinin iĢle bütünleĢme düzeylerini anlamlı olarak yordadığını göstermektedir. Ayrıca iĢle bütünleĢme değiĢkeninin, iĢ yaĢamında yalnızlık ile yaĢam doyumu değiĢkenleri arasında tam aracı rolü bulunmaktadır. Öğretmenlerin; iĢlerine gönülden adanmalarını ve yaĢam doyumlarının yüksek düzeyde olmasını isteyen okul yöneticilerinin, okulda sosyal iliĢkilerini güçlendirici faaliyetler organize etmeleri önerilebilir.
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