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Effective School Leadership: Effect of School Principals Behavior on Teacher Job Satisfaction (Public School Principals Leadership Behaviors in Relation to Teacher Job Satisfaction in North Cyprus) Mine SANCAR Senior Lecturer mine.sancar@emu.edu.tr Eastern Mediterranean University Faculty of Education Department of Educational Sciences Famagusta, North Cyprus

2 ABSTRACT This study was designed to determine the leadership behavior of public school principals as perceived by public school teachers in relation to teacher job satisfaction in Northern Cyprus. Teachers perceptions of their school principals leadership behavior was measured by the Leadership Behavior Description Questionnaire (LBDQ). The Mohrman-Cooke-Mohrman Job Satisfaction Scales (MCMJSS) was used to measure teachers expressed overall job satisfaction, intrinsic and extrinsic motivation levels. A Leaner Regression analysis of teachers perceptions of their school principals consideration and initiation of structure behaviors and their overall job satisfaction, intrinsic and extrinsic motivation levels proved a significantly positive relationship between school principals perceived consideration behavior and teachers expressed overall job satisfaction, intrinsic and extrinsic motivation levels and, if not negative or inverse, no significant relationship between school principals perceived initiation of structure behavior and teachers job satisfaction levels. Key Words: Leadership, consideration, initiation of structure, motivation, job satisfaction

INTRODUCTION A Historical Perspective to Leadership The concept of leadership dates back 5000 years to Egyptian hieroglyphics in which the words (seshemu) leader and (seshement) leadership are used (Bass, 1990). Moreover, in Platos Philosopher King and Aristotles, Magnanimous Man qualities such as valor, selfconfidence, determination, wisdom, foresight and justice were attributed to heroes/leaders in classical Greece. The privileged status of the hero led into research revealing the Great Man Theory and the Trait Theory. The Great Man Theory is an approach to history associated with the nineteenth-century Scottish historian Thomas Carlyle who declared that the history of the world is but the biography of great men (cited in Hirsch, Kett, &Trefil, 2002),. According to this theory leaders are born, not made. Carlyle argued that heroes shape history through the vision of

3 their intellect, the beauty of their art, the prowess of their leadership, and, most important, their divine inspiration. The Trait Theory assumes that potential leaders possess certain personality traits and it is these traits which differentiate them from other members of the society. Mayo (1933), after a series of studies at Hawthorn Plant of Western Electric, developed the human relations approach to leadership. Following these studies others (Murphy, 1941; Stogdill, 1948) believed that leadership did not reside in a person but was a function of the occasion. They stressed the fact that there is a relevant relationship between the leaders traits and the characteristics of the followers. They viewed leadership as an interactional phenomenon where group formation takes place first and as the group emerges each member is assigned a relative position within the group depending on the interrelation of the group members. They also believe that such a distribution is necessary to engage in the pursuit of the common goals. They argue that leadership is defined in terms of status, interaction, perceptions, and behavior of individuals in relation to other members of an organized group. Personal-situational theorists argue that leadership must contain elements about the person as well as elements about the situation (Bass, 1960; Fiedler, 1964;Hersey and Blanchard, 1977). Any theory of leadership should address the interplay between the situation and the individual. In mid-twentieth century, leadership studies focused on the situational demands asserting that situational factors determined the emergence of a leader. Hersey and Blanchard (1977) developed situational leadership which is mainly based on the relationship between follower maturity, leader task behavior, and leader relationship behavior. This theory suggests that leadership style of a leader depends on the job maturity (a persons maturity to perform the job) and psychological maturity (a persons level of motivation as reflected in achievement and willingness to accept responsibility) of the followers. Therefore, from such a perspective, it appears that in mid-

4 twentieth century leadership began to be regarded as a relationship between persons rather than as a characteristic of the isolated individual. Research on leadership that followed focused on actual behavior of leaders (Shartle, 1950; Fleishman, Harris, & Burtt, 1955; Halpin, 1966). The Leader Behavior Description Questionnaire (LBDQ), which is used to measure leaders consideration and initiation of structure behaviors, is the product of the Ohio State University studies. The term consideration describes the extent to which a leader exhibits concern for the welfare of other members of the group and initiation of structure shows the extent to which a leader initiates an activity in the group, organizes it and defines the way the work is to be done. As the leadership studies gained momentum, they gave rise to theories known as humanistic theories. They were concerned with the development of the individual within an effective and cohesive organization. Such theories are grounded in the idea that the human being is, by nature, a motivated organism and the organization is structured and controlled. Therefore, the leaders function within the organization is to provide freedom for individuals to realize their motivational potential for the fulfillment of their need to contribute to the accomplishment of organizational goals (McGregor, 1960, 1966, 1967; Argyris, 1962, 1964; Likert, 1961, 1967; Blake & Mouton, 1964; Maslow, 1965; Hersey & Blanchard, 1977; Bass 1990). The so called human relations approach is basically based on the Hawthorne studies (Mayo, 1933) conducted at the Hawthorne Plant of Western Electric between 1927 and 1933. The results of this study suggested that a human-social element operated in the work place, thus increased productivity was not merely a result of any set of employer demands or physical factors but more of group dynamics and effective management.

5 As McGregor (190, 1966, 1967) was working on his Theory X and Theory Y1, the Iowa studies: authoritarian, democratic and laissez-faire leadership, the Ohio State University studies: consideration and initiation of structure and the Michigan State University Studies: production centered and employee centered were concentrating on classifying leader behavior into people (or relationships or employee)-orientation and task (or job)-orientation. They were mainly interested in understanding leadership by comparing the behaviors of effective and ineffective leaders. They were trying to determine what effective leaders do rather than what effective leaders are. They believed that the dichotomy between leadership traits and behaviors coincided; therefore, a leaders personality traits and characteristics influenced his leadership behavior or style. The behavioral science approach was mainly influenced by the work of Maslow (1965) who developed a hierarchy of needs of individuals. According to Maslow (1965) an administrators job is to provide possibilities for the satisfaction of employees needs that also support achievement of organizational goals, and to remove impediments that block need satisfaction and create frustration, negative attitudes, or dysfunctional behavior. He also emphasized the importance of providing an opportunity for everyone to use his/her full potential for self-actualization. Drysdale, Ford, Gurr, & Swann (2003) support this by stating that successful school leaders support all members of the school community, are achievement oriented, clear the pathway and remove blockages for people to achieve, and try their best to contribute significantly to make a difference to the quality of education and learning for the whole school community. Leithwood & Riehl (2003) stress the fact that leaders do not merely impose goals on
1

McGregor (1960, 1966, and 1967) postulated two distinct types of leadership as Theory X and Theory Y. Theory X is based on the assumption that people are passive and resistant to organizational needs, thus they need to be directed and motivated to fit these needs. McGregors Theory X is very much similar, in philosophy, to Max Webers (1947) concept of bureaucracy. Conversely, Theory Y presupposes that people already possess motivation and a desire for responsibility; therefore, organizational conditions must be organized in such a way that it will be possible for people to fulfill their need while directing their efforts towards achievement of organizational objectives.

6 followers, instead they work with others to create a shared sense of direction and goals. In public education this is even more important both for the development of academic knowledge and skills and the learning and practice of important values and dispositions. They also argue the importance of leaders working through and with other people to establish conditions that enable others to be effective in what they are doing. For them successful school leadership is not merely about setting directions, envisaging a vision, and communicating well with others, it also includes having high performance expectations, monitoring organizational performance, providing an appropriate model, being fair, strengthening the school culture, modifying organizational structure and managing the environment in the process of developing the institution as a learning organization. Blake and Mouton (1964,1982) at the University of Texas, plotted leadership on a grid called the Managerial Grid. They assessed managerial behavior on two dimensions: concern for production and concern for people. The grid was designed to help managers identify their own leadership styles, see how subordinates are affected by their leadership style, and consider alternative ways of leadership in accordance with the subordinates needs. The leader who scores high on both axes develops followers who are committed to the accomplishment of organizational purposes. Thus, relationships of trust and respect between the leader and the followers are accomplished. According to Maslow (1965) different situations require different leadership, hence, power should be given to a leader only on an ad-hock (complete suitability) bases for the situation in which it is warranted. Thus, leadership should be given to those who are best suited for the designated situation, those who can set things properly and who can do what needs to be done. According to Etzionis (1975) compliance theory organizations can be classified in terms of the type of power they use to direct the behavior of their members and the type of involvement of the

7 participants. According to Etzioni there are three types of organizational power: coercive power, which uses force and fear to control lower-level participants; utilitarian power, which remuneration or extrinsic rewards to control lower-level participants; and, normative power, which employs allocation of intrinsic rewards such as interesting work, clear goals, contributions to society. All three types of power can be helpful in attaining employee cooperation in work place, yet the effectiveness of the type of power to be used depends on the participants orientation which is characterized in terms of its intensity and direction. Fiedlers Contingency Theory (1964) tends to emphasize the need to place the person in the situation for which he or she is suited rather than developing the person to adapt to the situation. It closely complies with Maslows premise that leadership should be given to people who are best suited for the designated situation. The contingency approach seems to be comparatively more complex than either the trait or the behavioral approaches. According to contingency theory, effective leadership depends on the interaction of the leaders personal traits, the leaders behavior, and factors in the leadership situation. It also presupposes that leadership cannot be defined by any one factor, thus all factors should be accounted for in the context of situation in which a leader must lead. Webers (1947) Rationalization theory which emphasizes the process of practical application of knowledge to achieve a desired end can be associated with Fiedlers contingency theory, because it leads to efficiency, and control over both physical and social environment in which human behavior is guided by observation, experiment and reason. Mastery of physical and social environment increases cooperation and productivity. Similarly, contingency theory suggests that there are three variables determining the situations under which a leader behavior would be most effective: the degree to which a leader is accepted by the followers (leader-member relations), the degree to which the work to be done is clearly outlined (task structure), and the extent to which

8 the leader has control over rewards and punishments the followers receive (position power). Thus, effectiveness of a leader depends on the situation in which he is functioning. In some situations relationship-oriented leaders perform better, while other conditions may require task-oriented leaders. Studies on leadership have shown that, in order to account fully for leader-follower relations, cognitive, behavioral and interactional (humanistic) explanations are needed. The dominant paradigm for the study of leadership has evolved from research on traits and situations to something more dynamic in terms of human relations, task analysis and contextual factors together with personally favored styles similar to the rationalization theory once more. The varying theories and definitions of leadership include such recurring themes such as process, transaction, and context. This makes it possible to arrive at general definitions of leadership. Green (1988) describes leadership as a process and a transaction between an individual leader and the followers that takes place in a given context that shapes the nature of the transaction (p.3). Therefore, to arrive at an appropriately matching definition, leadership may be best regarded as a practice the style of which mainly depends on the characteristics of the workers and the type of institution in which it is to be exercised. As Gardner (1986) and Kouzes and Posner (1993) state, mutual needs of both the leader and the followers shape the style of leadership within an organization. Thus, taking the needs and the interests of the leader and the constituents into account it can be stated that, effective leadership involves cooperation, collaboration, interaction, and participation on both sides in the process of the accomplishment of the shared goals and objectives in a given context. Scholars interested in the process and exercise of leadership also suggest that the process of leadership is different from the process of management in that leaders are pioneers leading the way

9 while managers are people handling things (Gardner, 1986; Bass, 1990; Kouzes & Posner, 1995; Yukl, 1998; Sashkin, 1999; Zaleznik, 1977)). Yukl (1998) agrees that managers ask people to do things more efficiently, whereas leaders bring people together to agree about what things should be done and how they should be done.

Background of the Problem During the first half of the twentieth century, classical organizational theory clearly defines administrative management however it does not account for scientific management which mainly concentrates on jobs of individual workers. Gulick and Urwich (1937) identified seven functions of a manager as planning, organizing, staffing, directing, coordinating, reporting, and budgeting based on Webers (1947) concept of bureaucracy. However, the contributions of the studies carried on in the second half of the twentieth century with the effect of the human relations approach, gave impetus to a different orientation to management versus leadership studies. With the contributions of the diverse perspective in behavioral science and with the assistance of social scinentists (Bass, 1960, 1990, 1997; Blake & Muton, 1964, 1982, 1994; Fiedler,1964, 1997; Reddin,1970; Etzioni,1975; Vroom, 1988, Bennis, 1990) leadership in organizations have been more clearly defined. Bennis (1990) identifies bureaucracy and other classical management principles as the unconscious conspiracy that prevents leaders from leading. In the field of school leadership, Senge (1990) and Duignan & Macpherson (1992) provide considerable insight into how educators can transform schools into learning organizations. Lunenburg and Ornstein (2000) adapting from Watkins and Marsick (1999) list seven action imperatives that can be interpreted in term of what must school administrators do to help schools become learning organizations: (1)create continuous learning opportunities; (2) promote inquiry

10 and dialogue; (3) encourage collaboration and team learning; (4) create systems to capture and share learning; (5) empower people toward a collective vision; (6) connect the organization to its environment; and (7) provide strategic leadership for learning. Thus, with recent work in the field of leadership, school principals have been provided with a broader framework for understanding difficult problems, complex relationships and human relations within the school. School principals have come to realize that in schools task-oriented and relations-orientated behavior (management and leadership) might overlap and the school principal might need to exert both leadership and management behaviors. Gardner (1986) names the person demonstrating both types of behavior as the leadermanager and sums the following nine leader-managers tasks: (1) envisioning the groups goals; (2) affirming values for the group; (3) motivating the members; (4) managing the work and the group; (5) achieving a workable unity among the members; (6) explaining what needs to be done; (7) serving as a symbol; (8) representing the group; and (9) renewing the group. In the case of school principals in North Cyprus as appointed leader-managers, five other responsibilities might be attributed to them such as: (1) improving human relations; (2) motivating teachers; (3) following instructions of their superiors in the Ministry of Education and Culture; (4) meeting deadlines; and (5) improving or, at least, maintaining standards and quality in teacher and student performance. School principals as managers or administrators also try to overcome the problems of staff evaluation, appraisal, promotion, or rating of professionals working for a shared goals and mission and struggling for efficient functioning of school. One important factor that is generally not mentioned for the person in the administrative or leading position is the effort that he has to spend for others and his/her own self- actualization needs. A school principal must also focus on the attainment of all school participants and his/her

11 own full potential for continued personal and professional development. He/she must realize that self- actualization is manifested differently in different people. Thus, he/she must first get to know himself/herself and then his/her subordinates in the best way possible to be able to act as a catalyst to help people and induce himself/herself achieve ultimate job satisfaction. This means that a school principal must be aware of his/her personal traits and employ his/her professional skills in employing people in planning job design, assigning work that would employ peoples unique skills, and having a flexible structure that would participants personal and professional growth that would allow shift and modification of responsibilities and accountabilities. Being able to attain self-awareness and awareness of others potentials, needs and expectations requires social (interpersonal and intrapersonal) skills. Drysdale, Ford, Gurr, & Swann (2003) argue that most successful leaders have effective social skills such as strong interpersonal communication skills, and they successfully engender a sense of confidence in themselves and continuously exhibit enthusiasm towards a clearly shared vision. Howard Gardner (1983, p. 243) states that the capacity to know oneself and the others is an inalienable part of the human condition and it deserves to be investigated no less than these other less charged forms. E.L. Thorndike (1920) used the term social intelligence to refer to the persons ability to understand and manage other people, and to engage in adaptive social interactions. Similarly, Moss and Hunt, (1927, 108) defined social intelligence as the ability to get along with others. Sternberg, Conway, Ketron, & Bernstein, (1981) list factors such as accepting others for what they are; being on time for appointments; having social conscience; thinking before speaking and/or doing; not making snap judgments; making fair judgments; assessing well the relevance of information to a problem at hand; being sensitive to others needs and desires; being frank with self and the others; and displaying genuine interest in the immediate environment

12 among other factors as behaviors reflecting social competence. Kosmitzki and John (1993), based on an earlier study by Orlik (1978), list additional dimensions to social competence as: being good at dealing with people; having extensive knowledge of rules and norms in human relations; being able to take perspective of other people; adapting well in social situations; being warm and caring towards others; and being open to new experiences, ideas and values. Howard Gardner (1983) believing that traditional measures of intelligence fail to fully explain cognitive ability formulated the idea of Multiple Intelligences including both interpersonal and intrapersonal intelligences. Gardners documentation of individual differences does not rely on traditional psychometric measures. He seems to prefer somewhat impressionistic analysis based on convergence of signs provided. The term emotional intelligence (EQ) was fist coined by Peter Salovey and John Mayer (1990) to describe the characteristics such as understanding ones own feelings; empathy for the feelings of others; and ability of regulation of emotions in a way that improve the quality of living. Goleman (1996) sees practical application of EQ in every aspect of life from how companies should decide whom to hire to how parents should raise their children and how schools should teach them. The cornerstone to human emotional intelligence is the sense of self-awareness, being aware about what one is and how he/she feels. Goleman (1996) states that self-awareness allows people to exercise self-control. He also argues that IQ may get one hired but EQ gets him/her promoted. Most executives have become more and more interested in getting emotionally retooled. David Campbell (2002) and the other scholars at the Center for Creative Leadership argue that getting emotionally retooled is not sensitivity training. One thing the participants know when they get through this training is what other people think of them. Barbuto & Burbach (2006) at the end of their survey to explore the relationship between emotional intelligence and transformational

13 leadership found that the emotional intelligence of the leaders shared significant variance with self-perceptions and rater-perceptions of transformational leadership. They reported that leaders who demonstrate less mood regulation (more mood regulation is considered a desired behavior of emotional intelligence) enjoyed higher levels of authenticity with peers. They also added that leaders with high levels of self-awareness (another desired behavior of emotional intelligence) felt less effective as leaders in a transforming organization in terms of inspirational motivation. They concluded that a positive relationship between all elements of emotional intelligence and transformational leadership existed based on personal traits. The discussion of emotional intelligence has become more pressing in schools. From the school principals to ancillary workers everyone is becoming more aware of who they are, how they feel and the importance of regulating their emotions for enhanced living. This is becoming more and more effective in their human relations and management of their own lives and surroundings. Since human relations and humanistic approach to management of people is becoming more important, the Ohio State leadership studies carried out in mid-twentieth century will enlighten the perspective to school administration. The Ohio State leadership studies (Halpin, 1966) defining leadership styles of school principals from the humanistic perspective used the terms consideration and initiating structure to describe the leadership style of school superintendents. The consideration factor, which mainly takes human needs into account, refers to leader behavior which is indicative of friendship, mutual trust, respect, and warmth in the relationship between the leader and the members of staff, and the initiating structure factor refers to the leaders behavior in delineating the relationship between self and the members of the group, and in endeavoring to establish well defined patterns of organization, channels of communication, and methods of procedures.

14 However, as mentioned before, because the responsibilities of a school principal embodies administrative issues, in a school culture leadership involves both consideration and initiating structure behaviors since it involves people gathering around a shared mission which is not imposed on them by the institution they are working in, but assumed by the teachers themselves while choosing the teaching profession. This is especially true in educational settings in which the shared mission is driven by transformation because there is a constant change in society to catch up with. Drucker (1999, p. 73) contends that the only ones who survive in a period when change is the norm are the change leaders. He adds that to be a successful change leader an enterprise has to have a policy of systematic innovation (p. 84); innovation in curriculum, innovation in pedagogy, innovation in professionalism, innovation in funding, innovation in leadership and innovation in management. Therefore, each domain for leadership in school education becomes a field of innovation. This is an indication for school principals that, throughout their leadership, they should practice skills such as the ability to share ideas, promote participation, allocate resources, shape a shared mission and vision, allow and create opportunities for professional development, evaluate their position and others contribution to the process of the accomplishment of goals. Thus, school principals need to consider others welfare, and establish a structure through which people work unobtrusively, without feeling the pressure of administration and meet the requirements of their basic task, which is considered to be teaching and educating young generations, and meet the needs and the expectations of the institution and the society to lead to quality performance for the present and for the future. Caldwell (2000) says that innovation in school leadership is such and important issue that the Blair Government in the U.K. put an initial investment of HK$125 million, and HK$750 million over the following three years in creating the National College for School Leadership for training teachers for headship. Drysdale, Ford, Gurr, &

15 Swann (2003), too argue that most successful school leaders are not satisfied with the status quo, they guide the school to establish a culture of continuous improvement.

The Role of Leadership in Teachers Motivation and Job Satisfaction It is vital for effective school principals to get the support of the others in their endeavor as leaders serving the school and the society. The teachers, in order to support a school principal in his/her endeavor and attain job satisfaction need to be motivated and happy with what they are doing. Surveys of job satisfaction since the 1920s illustrate the importance of leadership indicating that employees favorable attitudes toward their supervisors contribute to their job satisfaction (Bergen, 1939; Houser, 1927; Kornhouser and Sharp, 1932; Viteles, 1953; Bass. 1990). Since then, countless surveys can be cited to support the argument that leaders make a difference in their subordinates satisfaction and performance. Therefore, whether an organization succeeds or fails mainly depends on the leadership style employed within the organization since it affects satisfaction level of the employees and thus, their performances (Bass, 1990). Researchers investigating the matter from a humanistic approach are concerned with development of the individual within an effective and cohesive organization (McGregor, 1960; Argyris, 1964; Likert, 1961; 1962; Blake and Mouton, 1964; Maslow, 1965; Hersey & Blanchard, 1969; Burns, 1978; Klawitter, 1985; Bass, 1990; Everett, 1991; Fowler, 1991). They mainly believe that effective leadership in organizations strongly endorses human relations. They suggest that participation generates the satisfaction of higher-order needs in subordinates, which in turn, increases the subordinates motivation, satisfaction, quality and quantity of performance. They base their arguments on the fact that the human being is, by nature, a motivated organism; the organization is, by nature, structured and controlled. Hence, it is the function of the leadership to

16 modify the organization, to provide freedom for the individuals, to realize their motivational potential for the fulfillment of their needs up to the highest level and to contribute to the accomplishment of the organizational goals (Bass, 1990). Burns (1978) notes that an effective leader recognizes the need for a potential follower and goes further by seeking to satisfy higher needs, in terms of Maslows (1954) hierarchy of needs. Thus, researchers in the field of education mainly support that there is no best style of leadership that will successfully apply to every type of situation (Bhella, 1982; Boyer, 1982; Everett, 1987; Fiedler, 1964; Fiedler & Chemers1997; Halpin, 1959; Klawitter, 1985; Stogdill, 1974). However, leaders who exhibit high task (initiating structure) and high relationship (consideration) skills in combination based on their situations are likely to have a positive impact on teacher job satisfaction. There is evidence that school principals are powerful predictors of the schools organizational effectiveness and that school principals behaviors are closely associated with teacher job satisfaction. The research indicate a relationship between school effectiveness and teacher job satisfaction which are directly connected to leadership behavior (consideration and initiation of structure) which are measured by the LBDQ (Leadership Behavior Description Questionnaire), developed by the Ohio State Studies (Bare-Oldham, 1998; Everett, 1991; Fowler, 1991; Hall, 1994; Klawitter, 1985; Krug, 1989). Research has produced strong evidence that school administrators are effective factors in teacher job satisfaction and thus, indirectly, in the academic performances of students (Brown, 1967; Fast, 1964; Greenfield, 1968; Keeler & Andrews, 1963; Seeman, 1957). Seeman (1957) found performance evaluation of the school principals leadership to be positively related to consideration, initiating structure, communication, and willingness to change, and yet negatively

17 related to domination and social distance. According to Fast (1964) consideration and the initiation of structure by principals, as described by teachers, were positively related to the teachers satisfaction. Stromberg (1967) obtained a significant relation between teachers morale and the attitudes of their principals towards consideration and initiation of structure.

Purpose of the Study Based on research done in various contexts, the present study focuses on effective educational leadership styles of school principals in Northern Cyprus in relation to teachers job satisfaction. The study concentrates on investigating whether there is a significant relationship between perceived leadership styles of school principals in Northern Cyprus and the expressed job satisfaction of the teachers in their current positions. The study utilizes Leader Behavior Description Questionnaire (LBDQ) to measure leadership styles of school principals as perceived by teachers and Mohrman-Cooke-Mohrman Job Satisfaction Scale (MCMJSS) to measure teachers job satisfaction levels in terms of intrinsic motivation2, extrinsic motivation3 and overall job satisfaction. Although intrinsic and extrinsic motivation may look distinct, it is suggested that the same factors that may enhance intrinsic
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Lepper & Henderlog (1999) and Ryan & Deci (2000) define intrinsic motivation as occurring when an activity satisfies basic human needs for competence and control which makes the activity interesting and likely to be performed for its own sake rather than as a means to an end (cited in Sansone & Harackiewicz (2000). Shah & Kruglanski (2000) define intrinsic motivation in two distinct ways. They suggest that intrinsic motivation can be defined in terms of structure (when an activity is associated with one and only one goal) and in terms of substance (when the content of the goal is the matter). Thus, a persons intrinsic motivation may be considered intrinsic in terms of his or her degree of persistence and his or her emotional experiences while working toward a given goal (cited in Sansone & Harackiewicz, 2000). Sansone and Smiths (1999) definition of the term suggests that intrinsic motivation occurs when individuals are motivated to experience interest and that a variety of goals may be associated with interest for different people and/or different contexts (cited in Sansone & Harackiewicz, 2000). Renninger (1989, 1990, and 1992) suggests that intrinsic motivation occurs when the activity is central to the self, or when it is associated with individual interest. These are more enduring interests as that develop as knowledge and value increases (cited in Sansone & Harackiewicz, 2000).
3

There are two distinct definitions of extrinsic motivation. (1) when motivation is based on something extrinsic to the activity and (2) when motivation is based on something extrinsic to the person (Sansone & Harackiewicz, 2000). In this case the second definition of extrinsic motivation will be the focus.

18 motivation by promoting feelings of self-determination can also promote self-determined extrinsic motivation or visa versa (Ryan & Deci, 2000). Lepper and Henderlog (1999) suggest that intrinsic motivation and extrinsic motivation can operate simultaneously and are not necessarily reciprocal. Therefore, extrinsic motivation can actually enhance intrinsic motivation when it motivates the individual to engage and interest-enhancing strategies. Similar studies to the present one focus on the same issue investigating the relationship between leader beahviour and job satisfaction(Fast, 1964; Brown, 1967; Stromberg, 1967; Andreas, 1981; Andreas and Ilada Andreas, 1987; Burns, 1990; David, 1990; Fjelstad, 1990; Lunenberg and Ornstein, 1991 Allegre, 1994; Reyes and Shin, 1995; Bare-Oldham, 1998; John & Taylor, 1999). The unique quality of this study, however, lies in its exploration of the teachers perceptions of the school principals leadership styles and their expressions of their job satisfaction levels in Northern Cyprus. No such study that has ever been done before in North Cyprus and it might serve as a starting point for further study. The study aims at involving teachers working in schools in all five districts of North Cyprus (Nicosia, Famagusta, Kyrenia, Gzelyurt, and Yeni skele). The idea is to collect comprehensive data, to comment on the leadership styles of school principals in Northern Cyprus, as perceived by the teachers, and their impact on expressed teacher job satisfaction. This will provide evidence to make helpful recommendations for future practices. Based on the review of literature, it is hypothesized that a significantly positive relationship will exist between principals perceived leadership style and expressed teacher job satisfaction. Brown (1967) reported that effective school principals generally scored higher on the LBDQ (Leadership Behavior Description Questionnaire, developed by Ohio State University leadership study group). According to Fast (1964) consideration and initiation of structure

19 exerted by principals as perceived by teachers were positively related to the teachers satisfaction. Again, Stromberg (1967) obtained a significant relation between teachers morale and the attitudes of their principals toward consideration and initiation of structure. Reyes and Shin (1995) state that job satisfaction is an indispensable element for organizational commitment of the employees. Findings indicate that teachers feel committed to their school when the principals leadership style is supportive and enabling. This is in harmony with Davids (1990) findings that democratic leadership style in selected Catholic schools in the Philippines was significant and positively related to teachers organizational commitment (Burns, 1990; Fjelstad, 1990). John and Taylor (1999) found a strong relationship between consideration leadership behavior of principals and the organizational commitment, thus job satisfaction of teachers. The studies in the Philippines have indicated that the Filipinos tended to be relationship oriented and preferred consideration behavior, and when it was practiced they worked better and were more committed to their work (David, 1990; Alegre, 1994; Andreas, 1981; Andreas and Ilada-Andreas, 1987). The implications of these findings for this study may indicate that the same may be the case for North Cyprus, an island state, which holds a very small population and on which the social structure is closely knit. People on the island seem to have more intimate and friendly relations rather than being inhibited and indifferent to one another as observed in larger societies.

Research Questions

20 1. What is the significantly perceived leadership behavior of public school principals by public school teachers in Northern Cyprus as measured by the Leader Behavior Description Questionnaire (LBDQ)? 2. What is the expressed job satisfaction level of public school teachers in Northern Cyprus as measured by the Mohrman-Cooke-Mohrman Job Satisfaction Scale (MCMJSS)? 3. Is there a significant relationship between public school principals perceived leadership styles (consideration and initiation of structure), as measured by the Leader Behavior Description Questionnaire LBDQ, and the teachers expressed job satisfaction, as measured by the Mohrman-Cooke-Mohrman Job Satisfaction Scale (MCMJSS) in Northern Cyprus? 4. Is there a significant relationship between public school principals perceived leadership styles, as measured by the Leader Behavior Description Questionnaire LBDQ, and the teachers expressed intrinsic and extrinsic motivation, as measured by the MohrmanCooke-Mohrman Job Satisfaction Scale (MCMJSS) in Northern Cyprus?

Limitations of the Study 1. Many of the studies investigating whether there is a significant relationship between school principals perceived leadership style and teachers expressed job satisfaction levels have been weak and inconsistent for most criteria of leadership effectiveness (Bass,1990; and Fisher & Edwards, 1988). Some of the studies reveal that subordinates are more satisfied with initiating structure (task-oriented) leaders whereas others indicate just the opposite or no significant relationship at all. Moreover, it is discussed that behavior description questionnaires are susceptible to several types of bias and error (Bass, 1990).

21 Thus, in this study errors might result from different sources such as ambiguous items that may be interpreted in different ways by different respondents. A fixed response format may require respondents to think on one item for a long time, thus the respondent may never be sure. 2. Another source of error might result from biases depending on whether the respondent likes or dislikes the leader. Therefore, when these sources of error are considered the results of the research may not allow the researcher to make generalizations but may allow some indications of respondent perceptions of leaders and leadership. 3. The study is also limited in that, the questionnaire was distributed to teachers who were presently working in public schools in major cities of Northern Cyprus. Private schools and technical/vocational schools were not included in the study. Consequently, research findings may not allow the researcher to make generalizations but the analysis of the available data may provide valuable insights into the field and may allow inferences for further discussions. This study is limited in that it only employs one instrument for each variable: The Leader Behavior Description Questionnaire (LBDQ) for perceived behaviors of school principals, and Mohrman-Cooke-Mohrman Job Satisfaction Scale (MCMJSS) for examining teachers job satisfaction level. Applying other instruments may reveal different results. Summary of Procedures The population of teachers working in public elementary and secondary schools in the 2002-2003 academic-year was around 2200 as identified by the Ministry of National Education and Culture in Northern Cyprus. One thousand seventy seven (1077) of these teachers worked in 87 public elementary schools and 1270 worked in public secondary schools. Three hundred and

22 fifty-eight (358) teachers working in randomly selected twenty-one public elementary schools and 452 randomly selected teachers working in 26 (total number of secondary schools excluding technical-vocational schools ) public secondary schools were sent the questionnaire packages. The return rate from the public elementary school teachers was 77% (274) and the return rate from the public secondary school teachers was 72% (325 - 134 from middle schools, grades 6 to 8; 121 from combined middle and high schools, grades 6 to 11; and 70 from high schools, grades 9 to 11). The public elementary school teachers who responded comprised 46%, and the public secondary school teachers responding comprised 54% of the total number of 599 respondents (n = 599). The Leadership Behavior Description Questionnaire ( LBDQ) was used to obtain data on public school teachers perception of their school principals leadership style. The instrument consisted of two sub-scales, consideration and initiation of structure that are measured to be different patterns of leadership behavior. The Mohrman-Cooke-Mohrman Job Satisfaction Scale ( MCMJSS) instrument was used to determine public school teachers level of job satisfaction. The instrument contained four items measuring intrinsic motivation and four items measuring extrinsic motivation, which altogether measured teachers overall job satisfaction. The first statistical analysis to be performed was coefficient alpha to measure the reliability of the instruments. Although the instruments were proven to be reliable and have been used since the mid-twentieth century, reliability tests were needed for this study since the instruments were translated into Turkish, and were used in a different a culture at a different span of time. An internal consistency estimate was computed for both instruments, the Leadership Behavior Description Questionnaire ( LBDQ) and the Mohrman-Cooke-Mohrman Job Satisfaction Scale ( MCMJSS). The alpha value was .95 for both consideration and initiation of structure behavior, and .83 for conditions for administration for the Leadership Behavior Description

23 Questionnaire ( LBDQ). For the Mohrman-Cooke-Mohrman Job Satisfaction Scale ( MCMJSS) the value for total satisfaction was .90, for intrinsic motivation .86, and for extrinsic motivation .90 all of which were above the cut off value of .70 suggested by Nunnaly (1978). The returned questionnaires were tabulated for frequencies of leadership style choices and job satisfaction scores. In order to answer research questions 1 and 2 statistical tests using Statistical Package for Social Sciences (SPSS) were performed to determine perceived leadership styles of public school principals and expressed job satisfaction levels public school teachers in Northern Cyprus. A linear regression analysis was performed to test research questions 3 and 4. The mean scores of the totals of the items related to consideration and initiation of structure behavior were compared to reveal the perceived leadership styles of public school principals in Northern Cyprus and the mean scores for overall job satisfaction, intrinsic motivation, and extrinsic motivation were taken to determine the expressed job satisfaction levels of public school teachers in Northern Cyprus.

Summary of the Findings 1. As tested by Pearsons Paired Sample t-Test, the correlation coefficient .912 between the two perceived styles, consideration and initiation of structure, is significant. Thus, there is a very strong positive and significant correlation between the two perceived styles. Because of a positive mean difference, 2.31 points, to the advantage of perceived consideration style, (t = 7.44 and p = 000 which is p < .01), it may be stated that school principals in Northern Cyprus are perceived to display consideration style to a greater degree than initiation of structure style.

24 Thus, public school principals in Northern Cyprus are considered to display quadrant II behavior high consideration / high initiating structure (Halpin, 1966; Stogdill & Coons, 1957). This means that principals in this study are perceived to be highly considerate of teachers needs and wants while providing a lot of guidance about how tasks can be completed. Thus, they are perceived to be effective and efficient in managing both tasks and people. 2. As the mean scores clearly indicated, public school teachers in Northern Cyprus have high overall job satisfaction (M =39,5, SD = 5.31), intrinsic motivation (M = 20, SD = 2.98) and extrinsic motivation (M = 19.5, SD = 3.24). All these scores are above the cut off points, which are 24 for overall job satisfaction, 12 for intrinsic and extrinsic motivation. The compared mean score of .55 points to the advantage of intrinsic motivation, as tested by Pearsons paired sample T-test (t = 4.50, p = .000 which is p< .01), indicated that expressed intrinsic motivation level of public school teachers in Northern Cyrus is significantly higher than their stated extrinsic motivation. This might indicate that public school teachers seem to be more motivated with the characteristics of the teaching job that are inherent in the activity itself because they view teaching as a worthwhile activity for their self-esteem and self-respect. 3. The bivariate correlations between the perceived consideration and initiation of structure behaviors of school principals and expressed overall job satisfaction of teachers in Northern Cyprus , as tested by multiple regression analysis, are positive. The predictors (consideration and initiation of structure behavior) together indicated a high relationship to expressed overall teacher job satisfaction (R = 555, R2 = .309, p = .

25 000, p < .01). The beta coefficients indicate that perceived consideration behavior of public school principals in Northern Cyprus is related to the prediction of teachers expressed overall job satisfaction, however, initiation of structure behavior of public school principals has no contribution to expressed overall teacher job satisfaction on its own. If the predictors are to be relatively ordered in importance, it can be stated that consideration behavior is more important in predicting overall teacher job satisfaction in Northern Cyprus. Regression Standardized Residual, P-P Plot of RegressionStandardized Residual, and the Partial Regression Plot contribute to the finding that the two variables are linearly related and as perception of consideration behavior of school principals increased the overall teacher job satisfaction increased. When significance of correlation coefficients were computed, the only important variable in predicting teachers overall job satisfaction seems to be consideration behavior of school principals(t = 7.21, p = .000, p < .01). Initiation of structure behavior seems to have not effect on predicting the overall teacher job satisfaction (t = -.554, p = .55, p > .5). When partial correlations between the independent variables/predictors (consideration and initiation of structure behaviors) and the criterion (teachers expressed intrinsic motivation) were analyzed, it was observed that there is a positive correlation (r = .46) between perceived consideration behavior of public school principals and overall job satisfaction of public school teachers in Northern Cyprus even after partialling out the effects of initiation of structure behavior (r = .23). Although the correlation coefficient between perceived initiation of structure behavior

26 and expressed overall teacher job satisfaction (r = .41) indicated a positive correlation between the two variables, the partial correlation (after partialling the effects of consideration behavior) between them (r = -.03) did not indicate a relationship between the two variables. 4. The bivariate correlations between the perceived consideration and initiation of structure behaviors of school principals and expressed intrinsic motivation of public school teachers in Northern Cyprus were positive (R = .459). The predictors (consideration and initiation of structure behavior) together indicate a high relationship to teachers expressed intrinsic motivation (R = .459, R2 = .211, p = .000, < .01). Thus, the correlation coefficients signified a significantly positive relationship between perceived consideration behaviors of the public school principals and teachers expressed intrinsic motivation in Northern Cyprus. The beta coefficients (B = .084, = .519) indicated that perceived consideration behavior of public school principals in Northern Cyprus seems to make a considerable contribution to the prediction of teachers expressed intrinsic motivation. On the other hand, initiation of structure behavior (B = .015, = -.066) of public school principals seems to have no contribution to expressed intrinsic motivation of teachers on its own. Therefore, if the predictors are to be relatively ordered in importance, it can be stated that consideration behavior is more important in predicting intrinsic motivation of teachers in Northern Cyprus. When significance of correlation coefficients were considered, the only important variable in predicting intrinsic motivation of teachers was again consideration behavior (t = 5.86, p = .000, p < .01). Initiation of structure behavior was found to have no effect on predicting the intrinsic motivation of teachers. (t = -.750, p = .453, p > .5).

27 When partial correlations between the independent variables/predictors (consideration and initiation of structure behaviors) and the criterion (teachers expressed intrinsic motivation) were analyzed, it was observed that there is a positively high correlation (r = .458) between perceived consideration behavior of public school principals and intrinsic motivation of public school teachers in Northern Cyprus even after partialling out the effects of initiation of structure behavior(r = .233). Although the correlation coefficient between perceived initiation of structure behavior and expressed intrinsic motivation (r = .406) indicated a positive correlation between the two variables, the partial correlation (after partialling the effects of consideration behavior) between them (r = -.031) signified no relationship between the two variables. 4. The bivariate correlations results of multiple linear regression analysis between the perceived consideration and initiation of structure behaviors of school principals and expressed extrinsic motivation of public school teachers in Northern Cyprus were positive (R = .429). The predictors (consideration and initiation of structure behavior) together indicated a high relationship to expressed extrinsic motivation (R = .429, R2 = .184, p = .000, p < .01). The positive beta coefficients (B = .084, = .457) indicated that perceived consideration behavior of public school principals in Northern Cyprus seems to make a considerable contribution to the prediction of teachers expressed extrinsic motivation, whereas, initiation of structure behavior of public school principals seems to have no contribution to expressed extrinsic motivation of teachers on its own (B = 0.006, = -.02). Therefore, if the predictors were to be relatively ordered in importance, it can be stated that consideration behavior is more important in

28 predicting extrinsic motivation of teachers in Northern Cyprus than initiation of structure behavior of public school principals in Northern Cyprus. When significance of regression coefficients are considered, the only important variable in predicting extrinsic motivation of teachers was consideration behavior (t = 5.077, p = .000, p < .01). Initiation of structure behavior seems to have no effect on predicting the expressed extrinsic motivation of public school teachers in Northern Cyprus (t = -.341, p = .733, p > .5). Partial correlations between the independent variables/predictors (consideration and initiation of structure behaviors) and the criterion (teachers expressed extrinsic motivation) signified that there is a positively high and significant correlation (r = .429, p = .000) between perceived consideration behavior of public school principals and extrinsic motivation of public school teachers in Northern Cyprus even after partialling out the effects of initiation of structure behavior (r = .204). Although the correlation coefficient between perceived initiation of structure behavior and expressed extrinsic motivation (r = .386, p = .733) signaled a positive correlation between the two variables, the partial correlation (after partialling the effects of consideration behavior) between them (r = -.013) demonstrated no significant relationship between public schoolteachers expressed extrinsic motivation and initiation of structure behavior of public school principals in Northern Cyprus. In summary, although school principals seem to display high consideration and high initiation of structure behaviors in Northern Cyprus, they seem to display more consideration behavior than initiation of structure behavior. The mean score for perceived consideration behavior of school principals in Northern Cyprus is M = 56, (above the norm mean score of M =

29 44.7), and the mean score for initiating structure behavior is M = 54, (again above the norm mean score of M = 37.9). This means that school principals in North Cyprus display considerate behavior while being directive on task performance. The data also indicated that there is a significant positive correlation between teachers perception of public school principals consideration behavior and expressed teacher overall job satisfaction, intrinsic and extrinsic motivation. Findings displayed that consideration behavior was a more important variable in predicting teacher job satisfaction, intrinsic and extrinsic motivation. Teachers participating in the study also expressed higher intrinsic motivation than extrinsic motivation pointing to the fact that they valued the teaching profession.

Conclusions The literature review section of the paper summarized studies in the field of leadership thorough out history. It can be concluded from what has been stated that leadership can take different forms in different contexts. As far as leading the way is concerned, personal traits such as self-awareness, social-intelligence and emotional intelligence gains importance along side with administrative and managerial skills. In relation to this, the following conclusions were drawn from the findings of the study. 1. It appears from the findings that public school principals were perceived to display consideration and high initiating structure behavior throughout Northern Cyprus. Based on the data from the 599 respondents there was a higher perceived consideration mean score than perceived initiation of structure mean score. The norm mean score for consideration was M = 44.70 and the sample mean score of public school teachers rating of public school principals was M = 56. The norm mean score for initiation of structure was M =

30 37.90and the sample mean score of the public school teachers rating of public school principals initiation of structure behavior was M = 54. Even though both scores are above the norm mean scores, indicating that school principals in Northern Cyprus are imposing a structure while considering teachers needs and wants, it can be concluded that public school principals were perceived to be more concerned with interpersonal aspects of their role than organization of tasks. This could be the way public school principals preferred getting tasks done which is in the line with what Halpin (1955) suggests. Administrators in education demonstrate good leadership behavior while considering the feelings, needs, wants, aspirations and motivations of their members of staff, while initiating structure to as great an extent as it is probably desirable. One reason for school principals to display high consideration and high initiating structure behavior might be that they are a part of a closely knit society living in a part of a small island state in which human relations are intimate, and warm, which might urge them to be considerate of peoples feelings, wants and needs. The reason for them to display high initiating structure behavior may be that they are appointed officials by the Civil Service Commission whose members are appointed by the President of Northern Cyprus. Being both appointed officials and teachers at the same time, they might have come to realize that the two tasks, managing tasks and managing people (management and leadership) might overlap. They might have a holistic concept of school culture that enables them to perceive school as a complex phenomenon, a small picture of the society embodying students, teachers, administrators, the community and the relations between them. Thus, based on the above discussion, the overlapping areas of function of school principals force

31 them to improve human relations, motivate teachers, as well as follow instructions, follow dead lines, or improve or at least maintain standards and quality while exerting equity. 2. Findings showed that public school teachers expressed high overall job satisfaction, intrinsic and extrinsic motivation. The teachers also expressed having significantly higher intrinsic motivation than extrinsic motivation throughout Northern Cyprus. Findings also indicated that perceived consideration behavior of school principals affected teachers job satisfaction, intrinsic and extrinsic motivation. Perceived consideration behavior of school principals seemed to significantly positively affect teachers expressed overall job satisfaction, intrinsic motivation and extrinsic motivation whereas initiation of structure had no significant relation to and had negative effect on each. Therefore, as it was hypothesized, it may be speculate that teachers in Northern Cyprus tended to be relations oriented and preferred consideration behavior and when such behavior was practiced they seemed to have more overall job satisfaction, intrinsic and extrinsic motivation. This may be due to the fact that, as in the case of Filipinos (Andreas & Ilada-Andreas, 1987; Allegre, 1994), Northern Cyprus being an island state, holds a very small population, thus social structure, which is very closely knit, urge people to have more friendly relations and people expect to have this in their work environment, too.

The results clearly indicated that perceived leadership styles of the public school principals in Northern Cyprus correlated with teachers expressed overall job satisfaction, intrinsic and extrinsic motivation. It was observed from the findings that perceived consideration behavior was important in assuring overall teacher job satisfaction, intrinsic motivation and extrinsic motivation,

32 whereas, initiation of structure behavior had no contribution to teachers overall job satisfaction, intrinsic or extrinsic motivation.

Recommendations for Further Research The analysis of the descriptive data and findings of this study have formed the basis for the following recommendations. 1. This study excluded private schools, special education schools, and public technical/ vocational schools and reveals leadership behaviors (consideration and initiating structure) of public elementary and secondary school principals as perceived by public elementary and secondary school teachers, and their expressed overall job satisfaction, intrinsic and extrinsic motivation levels. Thus, to be able to have a full picture of the school principals perceived leadership behaviors in relation to teacher job satisfaction throughout North Cyprus, it is recommended that the study be replicated using a sample of teachers working in private schools, special education schools, and public technical/vocational schools to obtain data on their perceptions of their school principals leadership styles and their levels of overall job satisfaction, intrinsic and extrinsic motivation. 2. The study took place only on one part of the island (Northern Cyprus) and reveals the perceptions and job satisfaction levels of public school teachers only on this part. It only discusses the findings on these teachers perceptions of their school principals leadership styles in relation to their expressed levels of job satisfaction, intrinsic and extrinsic motivation. It is recommended that the study be replicated using a sample of Greek Cypriot public school teachers employed at Greek Cypriot public schools to find out if the findings are consistent throughout the island.

33 The findings of this study should be used as a guide in the selection and training and appointment of school principals because awareness of teachers perceptions and expectations could lead to better school administration and principal-teacher relations, thus increased teacher motivation and productivity. 3. The results of this study should be made available to authorities responsible for educational policy-making and/or school principal appointment and to everyone interested. 4. Another study should be conducted to collect data on school administrators perceptions of the leadership styles of the educational policy makers, their trainers, and mentors (if there are any) and the findings of this study could be matched and compared with the findings of this study, thus conclusions and recommendations can be drawn for all type of educational administrators and policy makers in Northern Cyprus, and for those interested. 5. Although a numerable research has been done in the field, there are still gaps in our existing knowledge about effective educational leadership. Other studies such as how can educational leader balance their leadership and management responsibilities to make schools innovative institutions or if teachers too embody leadership skills and attributes in different areas, how can these be coordinated and who could take responsibility for what could be conducted as further research to contribute to the area. 6. The different definitions in leadership, intrinsic motivation and extrinsic motivation may result in researchers asking different questions and interpreting results in different ways. Because of the differences in definition some contradictions may appear with similar research done in the field. Thus, one challenge is that further researchers should be cognizant of how their questions are shaped by definitions they are using.

34

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Kuzey Kbrs Trk Cumhuriyetinde Okul Mdrlerinin nderlik Davranlarna Bal olarak retmenlerin Doyumu Mine SANCAR mine.sancar@emu.edu.tr Dou Akdeniz niversitesi Eitim Fakltesi Eitim Bilimleri Blm Gazimausa, KKTC

ZET

43 Anahtar Szckler: nderlik, i merkezci, insan merkezci, gdlenme, i doyumu

Aratrma Sorusu Kuzey Kbrs Trk Cumhuriyetindeki devlet okullarnda grev yapmakta olan retmenlerin i doyumlar ile bu okullarda grev yapmakta olan okul mdrlerinin nderlik davranlar (i merkezci ve insan merkezci) arasnda bir iliki var mdr? almann Amac Konuyla ilgili farkl balamlarda yaplan almalara dayal olarak, bu alma Kuzey Kbrs Trk Cumhuriyetinde(K.K.T.C.de) okul mdrlerinin nderlik davranlar ve bu davranlarn retmenlerin i doyumu ile ilikisini aratrmay amalamaktadr. Bu alma K.K.T.C.de retmenlerin okul mdrlerinin nderlik davranlarn alglay ile retmenlerin bulunduklar konumda dile getirdikleri i doyumu dzeyleri arasnda anlaml bir iliki olup olmadn aratrmaktadr. Yntem Okul mdrlerinin nderlik davranlarnn retmenler tarafndan alglan, nder Davran Betimleme lei (Leadership Behavior Description Questionnaire (LBDQ)) retmenlerin genel i doyumu, isel ve dsal gdlenme dzeyleri ise Mohrman-Cooke-Mohrman- Doyumu lei ile llmtr. K.K.T.C. Milli Eitim ve Kltr Bakanl kaytlarndan edinilen bilgiye gre, bu aratrmann yapld 2002-2003 Akademik ylnda, devlet okullarnda grev yapmakta olan retmen says 2200 civarndadri. Bu retmenlerin bin yetmi yedisi (1077) seksen yedi (87) devlet ilkokulunda, ve bin ikiyz yetmii (1270) ise yirmi alt (26) devlet orta okul ve liselerinde grev yapmaktadri. Bu almada, saynn ok olmas nedeni ile, be ileyi de iine alacak ekilde, ilkokullarn %25i, ve bu okullarda grev yapan retmenlerin saylarnn azl nedeni ile hepsi katlmc olarak seilmitir. Aratrmann amalar dorultusunda, orta dereceli okullarn saysnn azl nedeni ile hepsi, ancak alan retmenlerin saysnn ok olmas nedeni ile bu okullarda grev yapan retmenlerin de % 25i, rastgele seim yntemi ile, katlmc olarak seilmilerdir. Dolays ile rastgele seilmi yirmi bir (21) devlet ilkokulunda alan yz elli sekiz (358) retmen ve yirmi alt (26) orta dereceli okulda grev yapmakta olan rastgele seilmis drtyz elli iki (452) retmen bu aratrmada katlmc olmu ve hepsine aratrma amalar iin kullanlan lekler

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ulatrlmtr (toplam 810 adet). Bu leklerin geri dn oran, ilkokul retmenlerinden %77 (274), orta dereceli okul retmenlerinden ise % 72 (325) olmutur. Bu rakamlarla birlikte, bu aratrmaya konu olan ilkokul retmenleri beyz doksan dokuz (n=599) toplam katlmcnn %46sn olutururken, orta dereceli okul retmenleri bu rakamn %54n oluturmulardr. Bu aratrmann bulgularn hesaplamak iin SPSS (Sosyal Bilimller in statistik Paketi) program kullanlmtr. Katlmclardan dnen leklerde verilen yantlar programa girilmi, aratrma sorularndan 1. ve 2. soruyu yantlamak iin frekans hesaplamalar, 3. ve 4. soruyu hesaplamak iin ise regresyon analizi hesaplar uygulanmtr. leklerin Trke evirilerinde kaynaklanacak sorunlar grmek asndan, ilk olarak leklerin gvenilirliklerini lmek iin alfa katsays (coefficient alpha) testi uygulanmtr. Her iki lek iin de isel tutarllk hesaplamas yaplmtr. nder Davran Betimleme leinde (LBDQ) hem insan merkezci hem de i merkezci davran alglamasn len maddeler iin alfa deeri .95 ve ynetsel yeterlik

alglamasn len maddeler iin ise alfa deeri .83 olarak bulunmutur. Mohrman-Cooke-Mohrman Doyumu leinde toplam i doyumu ile ilgili alfa deeri .90, isel gdlenmeyi len maddelerle ilgili alfa deeri .86, ve dsal gdlenmeyi len maddelerle ilgili alfa deeri .90 olarak bulunmutur. Bulgular Yaplan analizler sonucunda retmenlerin genel i doyumu, isel ve dsal gdlenme dzeyleri ile okul mdrlerinin insan merkezci ve i merkezci davranlarnn alglamalar arasnda dorudan ve olumlu bir iliki bulunmutur. Ancak, iki nderlik davrannn bir birlerine olan etkisi soyutland zaman insan merkezci davranlarn, tek bana, retmenlerin genel i doyumu, isel ve dsal gdlenmeleri ile dorudan, olumlu ve anlaml bir ilikisi olduu gzlenirken, i merkezci davranlarn, tek bana, retmenlerin genel i doyumu, isel be dsal gdlenmeleri ile arasnda dorudan ve anlaml bir iliki grlmedii gibi, bu tr davranlarn retmenlerin genel i doyumu, isel ve dsal gdlenmelerini olumsuz etkiledii grlmtr. Tartma ve neriler Yaplan alma,, K.K.T.C. genelinde, okul mdrlerinin retmenler tarafndan yksek dzeyde insan merkezci ve yksek dzeyde i merkezci davran sergiliyor olarak alglandklarn gstermektedir. Bu alma ayni zamanda K.K.T.C.de retmenlerin yksek dzeyde genel i doyumuna, isel ve dsal

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gdlenmeye sahip olduklarn ancak isel doyum dzeylerinin, dsal doyum dzeylerinden anlaml olarak daha yksek olduunu gstermitir. Bu bulgulara bal olarak, K.K.T.C. de retmenlerin, nceden de varsayld gibi, insan ilikilerine nem verdii, insan merkezci davranlar tercih ettii, ve bu davranlarn sergilendii i ortamlarnda i doyumu ve gdlenme dzeylerinin yksek olduu vurgulanmaktadr. Bunun da nedeni, bylesine kk bir toplumda insan ilikilerinin sk, scak ve yakn olmas, ve i ortamlarnda da bu tr ilikilerin tercih ediliyor olmas olabilir. Bu alma balang alnarak benzeri bir alma K.K.T.C. genelindeki tm okullar ve tm retmenleri kapsayacak ekilde yeniden yaplabilir. alma Kbrsta iki kesimi de kapsayacak, Kbrs genelinde bir sonuca varacak ve iki toplumu karlatracak ekilde geniletilebilir. Gelecee ynelik daha doru kararlar alabilmek iin, eitim polikalarn belirleyen, okul yneticilerini seip, atayan st dzey yneticiler ve bu konuya ilgi duyan herkes bu aratrmann sonular konusunda bilgilendirilebilir. Okul mdr adaylar seilirken, atanrken ve/veya okul mdrlerine yneticilik/nderlik eitimi verilirken, bu aratrma sonucunda elde edilen bulgular dikkate alnabilir. Daha iyi yaplandrlm ve daha iyi alan bir eitim sisteminin oluturulabilmesine ynelik yorum ve nerilerin yaplabilmesi iin, okul mdrlerine ynelik, onlarn, st yneticilerini, eitim politikas belirlenmesinde sz sahibi olanlar, eitim mfettilerini ve bakanla bal retmen eitmenlerini nderlik davranlar asndan nasl algladklarn aratrmaya ynelik almalar yaplabilir.