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Abstract
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Abstract
In this study which was conducted to determine whether there was a statistical significance between the learning-centered leadership attitudes of school principals and the structural empowerment of teachers based on the views of the teachers working in secondary schools, the correlational survey model was employed. The study group of the research consisted of 261 secondary school teachers who were working in the central district of Bolu, Turkey in the 2020-2021 academic year and participated in the study voluntarily. Along with the scale of structural empowerment of teachers developed by Ilıman, Püsküllüoğlu and Altinkut (2017) and adapted to Turkish culture by Gümüş-Kılınç, Bellibaş and Gümüş (2017), a demographic survey form was used as data collection instruments in this study. Statistical Package of Social Sciences (SPSS) was used for the analysis of the data. Kolmogorov-Smirnov test which was employed for the normality test suggested that the data distributed non-normally. Thus, Mann-Whitney U and Kruskal-Wallis tests were conducted. Spearman correlation analysis was also performed to determine the correlation between learning-centered leadership and teachers' views on structural empowerment. As a result of the analyses, it emerged that the views of learning-centered leadership and structural empowerment of teachers were at a high level. It was also found that variables such as gender, professional seniority and the duration of working with the principal did not show statistically significant difference with the teachers' views on learning-centered leadership and structural empowerment of teachers. Besides, it was also seen that there was a statistical difference between the variable of years of experience at the school and the views on the learning-centered leadership in managing the curriculum and being a model while there is no statistically significant difference in the views on structural empowerment of teachers. In addition, a significant, positive and a high-level correlation was found between learning-centered leadership and structural empowerment of teachers.
Keywords
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