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The Effect of Leadership Styles and Initiative Behaviors of School Principals on Teacher Motivation

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  • Servet Yalçınkaya

    (Department of Educational Administration, Faculty of Education, Near East University, Nicosia 99010, Cyprus)

  • Gökmen Dağlı

    (Institute of Educational Sciences, Department of Educational Science, Near East University, Nicosia 99010, Cyprus
    Department of Educational Science, University of Kyrenia, Nicosia 99010, Cyprus)

  • Fahriye Altınay

    (Institute of Graduate Studies, Societal Research and Development Center, Faculty of Education, Near East University, Nicosia 99010, Cyprus)

  • Zehra Altınay

    (Societal Research and Development Center, Faculty of Education, Near East University, Nicosia 99010, Cy-prus)

  • Ümit Kalkan

    (Turkey’s Ministry of National Education (MoNE), 06 648 Ankara, Turkey)

Abstract

This study aims to investigate the effect of school administrators’ personal initiative behaviors and their leadership styles on teacher motivation. In this study, designed with a quantitative research approach, the relational scanning model was used, and a model was created to test the effect of school administrators’ leadership styles and personal initiative behaviors on teacher motivation. In this context, the leadership styles of school administrators and their personal initiative behaviors were studied as independent variables, while teacher motivation was studied as a dependent variable. In the study, 406 teachers working in high schools in Manisa city center were selected using the purposeful sampling method. Pearson moment correlation techniques and multiple regression analysis techniques were used to determine whether there was a significant relationship between dependent and independent variables during the data analysis. According to the results obtained from the research findings, it was observed that the general motivation levels of the teachers were high. In the analyses conducted in terms of the relationships between school administrators’ personal initiative-taking behaviors and teachers’ motivation, it was found that these variables had a significant and positive relationship; similarly, it was determined that there is a significant relationship between the leadership styles of school administrators and the motivation of teachers. In the regression model established to examine the effect of the leadership styles of school administrators on the internal factor dimensions of teacher motivation, it was determined that all sub-dimensions of leadership styles predicted teachers’ internal motivation. This research provides evidence that school administrators’ personal initiative behavior is directly related to teacher motivation and positively affects teacher motivation, thereby affecting the quality of their teaching.

Suggested Citation

  • Servet Yalçınkaya & Gökmen Dağlı & Fahriye Altınay & Zehra Altınay & Ümit Kalkan, 2021. "The Effect of Leadership Styles and Initiative Behaviors of School Principals on Teacher Motivation," Sustainability, MDPI, vol. 13(5), pages 1-18, March.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:5:p:2711-:d:509420
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    References listed on IDEAS

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    1. Ümit Kalkan & Fahriye Altınay Aksal & Zehra Altınay Gazi & Ramazan Atasoy & Gökmen Dağlı, 2020. "The Relationship Between School Administrators’ Leadership Styles, School Culture, and Organizational Image," SAGE Open, , vol. 10(1), pages 21582440209, January.
    2. Mehmet Karadağ & Fahriye Altınay Aksal & Zehra Altınay Gazi & Gökmen Dağli, 2020. "Effect Size of Spiritual Leadership: In the Process of School Culture and Academic Success," SAGE Open, , vol. 10(1), pages 21582440209, March.
    3. Dörrenbächer, Christoph & Geppert, Mike, 2009. "A micro-political perspective on subsidiary initiative-taking: Evidence from German-owned subsidiaries in France," European Management Journal, Elsevier, vol. 27(2), pages 100-112, April.
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    2. Rasiha Yerel & Gokmen Dagli & Fahriye Altinay & Ebba Ossiannilsson & Mehmet Altinay & Zehra Altinay, 2021. "Sustainability in Education: A Scale on Perceptions of Organisational Discipline Related to the COVID-19 Period," Sustainability, MDPI, vol. 13(15), pages 1-25, July.

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