The role of charismatic leadership and collective teacher qualification in school effectiveness

Both leader behaviors and teachers' collective efforts play an important role in the development of school effectiveness. For this reason, it was aimed to determine the relationships between charismatic leadership behaviors, collective teacher efficacy and school effectiveness in this study. For this purpose, according to the opinions of teachers working in primary and secondary schools, what is the role of charismatic leadership and collective teacher efficacy on school effectiveness? search for an answer to the question. This study, which focuses on the relationships between variables, was designed in the relational screening model. The population of the research consisted of 4518 teachers working in primary and secondary schools in Uşak in the 2021-2022 academic year. The research sample was determined by the stratified sampling method, and 373 teachers were included in the study in this way. Charismatic Leadership Scale (CLS), developed by Conger and Kanungo (1994) and adapted into Turkish by M. Özdemir and Pektaş (2020); The Collective Teacher Efficacy Scale (KÖYÖ) developed by Tschannen-Moran and Barr (2004) and adapted into Turkish by Erdoğan and Dönmez (2015) and the School Effectiveness Index developed by Hoy (2009) and adapted into Turkish by Demirkasimoğlu and Taşkın (2015) were used. Confirmatory Factor Analysis, Pearson Product Moment Coefficient, One-Way Analysis of Variance (ANOVA), Independent Samples t-Test and Hierarchical Regression analysis were used for statistical analysis of the data. Findings showed that school administrators exhibited charismatic leadership behaviors at a high level according to teachers' opinions. Similarly, perceptions of collective teacher efficacy and school effectiveness were found to have high averages. The calculated correlation coefficients indicated that there were positive correlations between the variables. Research has shown that charismatic leadership and collective teacher efficacy are significant predictors of school effectiveness. It is seen that there is a moderate, positive and significant relationship between the school effectiveness index and the perception of charismatic leadership. However, when the relationship between school effectiveness index and collective teacher efficacy is examined, it is seen that there is a high level of positive and significant relationship. According to the results of the hierarchical regression analysis; It is seen that the variance rates explained in all 3 models increased and the regression coefficients were significant. Model 1 showed that demographic characteristics (gender, length of service at school, education level, managerial experience, school level) explained approximately 4% of the total variance in teachers' perceptions of school effectiveness (R2=.038, p<0.05). In the second stage of the analysis, it was determined that the collective teacher efficacy added to the model was a significant predictor of school effectiveness. When Model 2 is examined, it is seen that collective teacher efficacy perceptions alone explain 52% of the variance towards school effectiveness (∆R2=.518, p<0.05). When model 3, in which charismatic leadership is added to the analysis, is evaluated, it is seen that the whole model explains 62.1% of school effectiveness (R2=.62,1, p<0.05). In this context, it was determined that charismatic leadership alone predicted 6.4% of school effectiveness (∆R2=.064, p<0.05).