The relationship between school managers' visionary leadership behaviours and teacher motivation

The purpose of this research is to determine the school administrators' levels of showing visionary leadership behavior and the motivation levels of teachers according to teachers' perceptions and to reveal whether there is a relationship between them and what kind of relationship they have. In this research, relational screening model was preferred. The research universe consists of a total of 1585 teachers working in 37 official secondary schools in the Küçükçekmece district of Istanbul province in the 2019-2020 academic year. The sample of the study consists of 328 teachers selected using simple random method. In the study, the data were collected using "Personal Information Form", "Visionary Leadership Scale" developed by Çınar and Kaban (2012) and "Teacher Motivation Scale" developed by Mottaz (1985). Since the data obtained in this research show normal distribution and because of the large sample size, parametric tests were used. In the analysis of the data, descriptive statistics such as frequency, percentage, average, t-test for independent groups and one-way analysis of variance (One Way ANOVA), correlation analysis and simple regression analysis were used by statistical package programs. In case of a significant difference in ANOVA analysis, LSD (Least Significant Difference) test, which is one of the multiple comparison (Post Hoc) tests, was used to determine the source of the difference. According to the findings obtained from the research, it has been observed that teachers' perceptions and motivation perceptions of school administrators to display visionary leadership behavior are at a "good" level. In the visionary leadership, the highest average was seen in the sub-dimension of "being open to change" and in the motivation sub-dimension of "internal motivation". While the visionary leadership perceptions of teachers do not differ according to their gender and educational status; It has been observed that it differs according to age, seniority and working time with the manager. Whereas there is no significant difference in teacher motivation according to gender, education level, age and working time with the manager; It has been observed that it differs according to the seniority. The moderate positive relationship between visionary leadership perception and teacher motivation was determined. It was concluded that the visionary leadership perception is a significant predictor of teacher motivation.