The relationship between entrepreneurial leadership behaviors of school administrators and organization culture

The purpose of this study is to investigate the relationship between entrepreneurial leadership behaviors of school administrators and organizational culture according to the opinions of teachers working in primary, secondary and high schools in Kütahya city center and districts. The sample of the study consisted of 395 teachers working in 2018-2019 Academic Year in the city center and districts of Kütahya province. As a data collection tool, to determine the entrepreneurial leadership characteristics of school administrators, 5-point likert-type, 15-item and one-dimensional "Entrepreneurial Leadership Scale of School Administrators" developed by Köybaşı (2016); to determine the level of organizational culture 5-point Likert-type, 29-item and four-dimensional "School Culture Scale" developed by Terzi (2005) were used. The data were analyzed with SPSS 18.0 statistical program. In the analysis of data; frequency and percentage distribution, independent samples t-test, one-way ANOVA, Tukey-HSD test, correlation test and regression analysis were used. According to the findings, it was seen that school administrators could explain the 43.5% of the organizational culture statistically significant in the sense of entrepreneurial leadership behaviors in general. However, according to the correlation test results, it was found that there was a statistically significant, positive and moderate but close to high level relationship between administrator entrepreneurial leadership behaviors and organizational culture. According to these results, entrepreneurial leadership behaviors of school administrators have a statistically significant effect on organizational culture and it was concluded that as the entrepreneurial leadership behaviors of school administrators increase the school culture level increases. In addition, teachers' views on entrepreneurial leadership behaviors of school administrators do not differ according to teachers' gender, seniority year and year of service at school. According to the types of the schools (primary, secondary and high school), teachers differed statistically according to their status as a class or branch teacher. Though it was found that teachers' views on the level of school culture do not differ according to the gender and the year of service in the school; it partly differs in main and sub-dimensions according to the status of seniority, school type and being class or branch teacher.