Examination of Self-Leadership and Self-Management Perceptions of Vocational and Technical Anatolian High School Administrators
Bibliographic Data
| ID | 15064367 |
|---|---|
| Authors | Muammer Değirmendere (0000-0002-6617-3946, TC MİLLİ EĞİTİM BAKANLIĞI BURSA), Halime Güngör (0000-0002-3283-1250, TC MİLLİ EĞİTİM BAKANLIĞI BURSA) |
| Year | 2024 |
| Volume | 26 |
| Issue | 4 |
| Pages | 1486-1503 |
| Publication date | 2024-12-17 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi (JOURNAL) |
| Journal identifiers | ISSN: 1302-1265 • E-ISSN: 2149-4894 |
| Publisher | Afyon Kocatepe Universitesi Sosyal Bilimler Dergisi (PUBLISHER) |
| DOI | 10.32709/akusosbil.1231641 |
| OpenAlex | W4404872172 |
| Language | EN |
| References cited | 23 |
The aim of this research is to examine the views of the administrators working in the public vocational and technical Anatolian high schools in Bursa on self-leadership and self-management. The research is a descriptive research in survey model. A quantitative research design was used. The research sample consists of 94 administrators working in 115 public vocational and technical Anatolian high schools in Bursa, according to the 2021-2022 statistics of the Ministry of National Education. Personal Information Form, Self-Leadership Scale, Self-Management Scale were used as data collection tools in the research and research data was gathered by researchers. As a result of the research, it was seen that the perceptions of the administrators on self-management and self-adjustment dimension of self-management differed statistically significantly according to gender, but did not differ statistically in the dimensions of self-evaluation and self-reinforcement of self-management. As a result we can say that the perceptions of the administrators on self-leadership and the sub-dimensions of self-leadership did not differ statistically according to gender, only differed in the dimension of self-talk of self-leadership, and the perceptions of female administrators were higher than male administrators in self-talk. The views of the administrators on self-management and the sub-dimensions of self-management and self-leadership and the sub-dimensions of self-leadership do not differ statistically significantly according to the task, branch, professional seniority, managerial seniority, educational status and age. Knowing and applying self-leadership and self-management skills by school administrators will contribute positively to both students, teachers and the organizations. In this sense, it would be beneficial to conduct training, consultancy, workshops and mindfulness studies that develop these skills of school administrators
Descriptive statistics · Medical education · Pedagogy · Perception · Political science · Public relations · Seniority · Vocational education · Education Practices and Challenges · Job Satisfaction and Organizational Behavior · Mathematics · Medicine · Nursing Education, Practice, and Leadership · Psychology
| Highly cited | No |
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