The relationship between entrepreneurial leadership behaviors of school principals and innovative work behaviors of teachers

The purpose of this research; to examine the relationship between the entrepreneurial leadership behaviors of school principals and the innovative work behaviors of teachers. The population of the research consists of 2769 teachers working in secondary education levels in Merkezefendi and Pamukkale districts of Denizli province in the 2023-2024 academic year. The scales were delivered by hand and a total of 349 teachers who filled out the scale constituted the sample of the study. Data on entrepreneurial leadership behaviors of school principals were collected from the Entrepreneurial Leadership Scale developed by Akkaya (2021); Data on teachers' innovative work behavior was used using the Innovative Work Behavior Scale developed by Janssen (2000) and adapted into Turkish by Töre (2017). The data obtained was analyzed with a statistical program. Arithmetic mean, standard deviation, t test, one-way analysis of variance, correlation and regression analysis were used to analyze the data. According to the results of the research; In terms of teachers, school principals always exhibit entrepreneurial leadership behaviors. The highest perceived dimension in school principals' entrepreneurial leadership behavior is strategic thinking, followed by communication, motivation and entrepreneurial behavior dimensions. Male teachers find school principals more motivating. Teachers working in qualified schools (Science and Social Sciences High Schools) think that the communication skills of school principals are less than the teachers working in Vocational Technical Anatolian High Schools and Anatolian High Schools. In addition, teachers think that they always exhibit innovative work behaviors. The perception of teachers working in Imam Hatip High Schools to support innovative ideas is lower than the teachers working in Vocational Technical Anatolian High Schools and Anatolian High Schools. Teachers who have received 10 or more in-service training perceive their school principals as more entrepreneurial and themselves as more innovative. In addition, the entrepreneurial leadership behaviors of school principals positively affect the innovative work behaviors of teachers.