The Relationship between Organisational Support and Teacher Leadership Perceptions of High School Teachers

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dc.contributor.authorDağlı, Emine
dc.contributor.authorKalkan, Fatma
dc.date.accessioned2024-09-19T16:22:20Z
dc.date.available2024-09-19T16:22:20Z
dc.date.issued2021
dc.departmentHatay Mustafa Kemal Üniversitesien_US
dc.description.abstractPurpose: The main purpose of this study is to determine the relationship between organisational support and teacher leadership perceptions of high school teachers. Design/Methodology/Approach: The population of this study, which was designed in the relational screening model, consists of teachers working in state high schools in the central districts of Hatay in the 2018-2019 academic year. 298 teachers were selected through the random selection method. The research data collected by the “Perceived Organisational Support Scale” and “Teacher Leadership Scale” were analysed via arithmetic means frequency values, percentage, standard deviation, Kruskal Wallis test, Mann Whitney U test, Pearson product of moments, and simple linear regression analysis. Findings: According to the results, it was determined that teachers’ perceptions of organisational support and teacher leadership are high. Teachers’ perceptions of the teacher leadership’s dimension of collaboration with colleagues differ significantly according to seniority and educational status variables. It has been observed that teachers working in schools accepting students without examination have a higher perception of organisational support than teachers working in schools that accept students with aptitude tests. There is a moderately positive significant relationship between teachers’ perceptions of organisational support and teacher leadership. The study determined that organisational support is a significant predictor of the sub-dimensions of teacher leadership, institutional development, professional development, and collaboration with colleagues. Highlights: Teachers who accept students without an exam have a higher perception of organisational support than teachers who accept students with aptitude tests. This shows that the school type is an important variable. In this direction, qualitative studies can be conducted to gain in-depth information on why the perception of organisational support differs according to school types. Considering that organisational support is a predictor of teacher leadership, it can be stated that there is a need for studies to determine the factors affecting teachers’ perceptions of organisational support.en_US
dc.identifier.doi10.24106/kefdergi.859758
dc.identifier.endpage999en_US
dc.identifier.issn1300-8811
dc.identifier.issn2147-9844
dc.identifier.issue5en_US
dc.identifier.startpage987en_US
dc.identifier.trdizinid506316en_US
dc.identifier.urihttps://doi.org/10.24106/kefdergi.859758
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/506316
dc.identifier.urihttps://hdl.handle.net/20.500.12483/15790
dc.identifier.volume29en_US
dc.indekslendigikaynakTR-Dizinen_US
dc.language.isoenen_US
dc.relation.ispartofKastamonu Eğitim Dergisien_US
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.titleThe Relationship between Organisational Support and Teacher Leadership Perceptions of High School Teachersen_US
dc.typeArticleen_US

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