Examining the relationship between high school teachers' perceptions of administrators' servant leadership behaviors and organizational empowerment levels

The main purpose of this research is; The aim of this study is to examine the relationship between high school teachers' perceptions of their administrators' servant leadership behaviors and their levels of organizational empowerment. This research also examined whether teachers' perceptions of the servant leadership behaviors of their school administrators and their levels of organizational empowerment differ significantly in terms of gender, marital status, age, branch, professional seniority, educational background, and type of school where they work. The relational screening model, one of the general screening models, was used in the research. The population of the research consists of teachers working in public high schools in Kartal, Maltepe, Pendik, Bahçelievler, Avcılar, Bağcılar, Beşiktaş, Başakşehir and Üsküdar districts of Istanbul in the 2022-2023 academic year, and the sample consists of 632 teachers who voluntarily participated in the study. Disproportionate cluster sampling (disproportionate group sampling) method was used to determine the sample for the research. Research data was obtained through the Personal Information Form, Servant Leadership Scale and Teachers' Behavioral Empowerment Scale. In the analysis of the data obtained, whether the sub-dimensional variables differ significantly according to demographic characteristics was determined by one-way multivariate analysis of variance (MANOVA) test, the relationship between school principals' servant leadership and organizational empowerment was determined by Pearson Correlation Analysis, and the predictive level of servant leadership on organizational empowerment was determined by the coefficient of determination. has been tested. According to the research findings, teachers' perception levels of school administrators' servant leadership behaviors and their behavioral empowerment levels are high. It was determined that teachers' perceptions of school administrators' servant leadership behaviors differ significantly according to gender and professional seniority, but do not differ according to marital status, age, branch, education level, and type of school where they work. It has been determined that teachers' behavioral empowerment levels differ according to gender, age and professional seniority, but do not differ according to marital status, branch, education level and type of school where they work. Additionally, there is a high positive relationship between high school teachers' perceptions of administrators' servant leadership behaviors and their level of behavioral empowerment. As high school teachers' perception levels of administrators' servant leadership behaviors increase, their level of behavioral empowerment also increases. The perception of servant leadership explains 76% of the variation in the level of behavioral empowerment. The servant leadership behaviors of administrators significantly affect the behavioral empowerment levels of teachers. The research findings were discussed with the relevant literature and suggestions were made accordingly. Keywords:School administrators,Servant leadership, organizational empowerment