The role of charismatic leadership behavior on collective teacher effi̇cacy

The leadership behaviours are thought to be one of the most important factors in the development of collective teacher perceptions and the formation of positive school outcomes. Accordingly, In this study, it is aimed to determine the relationships between charismatic leader behaviors, which are types of leadership, and collective teacher perceptions. For this purpose, the teachers working in public secondary education institutions are asked "What is the role of charismatic leadership behaviors on collective teacher perceptions?" and an answer to this question is sought. Relational survey model was used in this study, which focuses on the relationships between charismatic leadership and collective teacher efficacy variables. The research population consisted of 1550 teachers working in public secondary education institutions in Amasya city center and its districts in the 2022-2023 academic year Stratified sampling method was used to determine the sample of the study, and 1027 teachers were included it. The Charismatic Leadership Scale (CLS), which was developed by Conger-Kanungo (1994) and adapted into Turkish by M. Özdemir and Pektaş (2020), was used to obtain data within the scope of the research. The "Collective Efficiency Scale" (CES) developed by Zincirli and Demir (2021) was also used in the study. One-way analysis of variance (ANOVA), independent samples t-Test, Pearson product-moment coefficient and hierarchical regression analyzes were used in the analysis of the data. According to the findings, it was determined that both charismatic leadership and collective teacher efficacy were perceived at a high level by teachers working in secondary education institutions. It was determined that there is a statistically significant, positive and moderate relationship between charismatic leadership behaviors and collective teacher efficacy levels.