Investigation of the Variables Predicting Leadership Styles of School Principals

• Sukru CANKAYA ^[1] ; Oguz SERIN ^[1]
  1. [1] European University of Lefke

     European University of Lefke

     Turquía

     
• Localización: Revista de Cercetare si Interventie Sociala, ISSN-e 1584-5397, Vol. 70, 2020, págs. 172-189
• Idioma: inglés
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• Resumen

  • The aim of this study is to compare the leadership styles of School Principals working in primary and secondary education institutions in TRNC in terms of gender variable and to determine the contribution of their personality traits, problem solving skills, critical thinking skills, and their attitudes towards inclusion in special education in predicting leadership styles. The sample of the study consists of a total of 76 school principals, 39.5% (n=30) female and 60.5% (n=46) male, determined by the quota sampling method. Data of the research were collected with Problem Solving Inventory (PSI), Leadership Inventory, Critical Thinking Scale, and The Scale of the Attitude towards the inclusion in special education. Data were analysed with t-test and Multiple Regression Analysis. Significance level has been accepted as .05 in this research. In this research, it was found that there is no significant difference in attitudes of the School Principals towards inclusion in special education, their Problem-Solving Inventories (PSI), Leadership Inventories, and Critical Thinking Scales according to the gender variable. As a result of the research, it was determined that the predictor variables such as, critical thinking skills, problem solving skills, and their attitudes towards inclusion in special education do not significantly predict the leadership styles but Laissez-faire Leadership style, Management by Expectations, Management by Exceptions, Charisma, Intellectual Stimulation and variables predicting personal support were determined to predict the school principals’ leadership styles significantly.