Relation between Secondary School Administrators' Transformational and Transactional Leadership Style and Skills to Diversity Management in the School

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dc.contributor.authorOkcu, Veysel
dc.date.accessioned2024-12-24T19:29:57Z
dc.date.available2024-12-24T19:29:57Z
dc.date.issued2014
dc.departmentSiirt Üniversitesi
dc.description.abstractThis study investigates the relation between secondary school administrators' transformational and transactional leadership style and skills to diversity management in the school, based on branch teachers' perceptions. The relational survey method was used in the study. The sample for the study was comprised of teachers 735 public school teachers from 34 different schools in the city of Siirt during the academic year of 2010-2011. In the research, Multifactor Leadership Questionnaire scale was used to determine the leadership styles of school administrators and Questionnaire for Diversity Management scale was used to indicate the degree of behavior related to diversity management. In the result of research it was determined that there was a positive and moderate relationship between school administrators' transformational leadership style and skills to management diversity. This study it was found that there was a positive and moderate relationship between all dimensions of transformational leadership and contingent reward sub-dimension of transactional leadership and administrative practices and policies sub-dimension of diversity management, and between intellectual stimulation and individual support sub-dimensions of transformational leadership and contingent reward sub-dimension of transactional leadership and individual attitudes and behaviors, organizational values and norms dimensions of diversity management. It was also found that there was a negative and weak relationship between management by exception (passive) and laissez-faire leadership dimensions of transactional leadership and individual attitudes and behaviors, administrative practices and policies sub-dimensions of diversity management, and between management by exception of transactional leadership (passive) and organizational values and norms sub-dimension of diversity management. Findings of study reveals that practices, such as individual attitudes and behaviors, managerial practices and politics associated with individualized consideration, dimension of transformational leaders and contingent, dimension of transactional leadership were significantly predictors of management skills diversity in schools. Furthermore practices of dimensions of transformational leadership, individualized consideration, idealized stimulation and of dimensions of transactional leadership, contingent reward significantly predictor dimensions of management diversity in schools in respect to organizational values and norms.
dc.identifier.doi10.12738/estp.2014.6.2128
dc.identifier.endpage2174
dc.identifier.issn1303-0485
dc.identifier.issue6
dc.identifier.scopus2-s2.0-84923383406
dc.identifier.scopusqualityN/A
dc.identifier.startpage2162
dc.identifier.urihttps://doi.org/10.12738/estp.2014.6.2128
dc.identifier.urihttps://hdl.handle.net/20.500.12604/7325
dc.identifier.volume14
dc.identifier.wosWOS:000353307500010
dc.identifier.wosqualityQ4
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherEdam
dc.relation.ispartofKuram Ve Uygulamada Egitim Bilimleri
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_20241222
dc.subjectLeadership
dc.subjectTransformational Leadership Styles
dc.subjectDiversity Management
dc.subjectSchool Manager
dc.subjectTeachers
dc.titleRelation between Secondary School Administrators' Transformational and Transactional Leadership Style and Skills to Diversity Management in the School
dc.typeArticle

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