The relationship between school administrators' perceptions of organizational image and global competence

The purpose of this research is to examine the relationship between the organizational image perceptions and global competencies perceptions of school administrators working in public primary and secondary schools in Diyarbakır. This study was conducted using the correlational survey model, which is one of the quantitative research methods. The population of the study consists of 545 school administrators working in 166 public primary and secondary schools in four central districts of Diyarbakır during the 2022-2023 academic year. The sample of the study, selected through stratified sampling method, includes 351 school administrators. The data collection tools used in the research are the "Organizational Image Perception Scale" consisting of 7 dimensions and 46 items, and the "Global Competence Scale" consisting of 4 dimensions and 32 items. The data obtained in the study were transferred to a computer environment and analyzed using the SPSS software package. In the analysis of the data, Independent Samples t-test, One-Way Analysis of Variance (ANOVA), Kruskal-Wallis H test, Tukey test, and Mann-Whitney U test were used. The analysis results regarding the skewness and kurtosis test of the data are included in this research. Pearson Product-Moment Correlation analysis was conducted to determine the significant relationship between school administrators' organizational image perceptions and their global competence perceptions. Additionally, Multiple Linear Regression Analysis was performed to determine the predictive levels of independent variables on dependent variables. As a result of the research, it was found that the organizational image perceptions of school administrators were at a high level in the dimensions of "service quality," "management quality," "financial quality," "working environment," "social responsibility," "emotional appeal," and "corporate ethics." When examining the global competence perceptions of school administrators, it was observed that their perceptions were very high in the dimensions of "communication skills," "self-knowledge," and "problem-solving styles," while their perceptions in the "open-mindedness" dimension were high. Among school administrators' organizational image perceptions, no significant differences were found in terms of the variables of gender, educational level, and the type of school they work at. However, significant differences were observed in terms of the variables of age, teaching seniority, administrative seniority, and duration of service as an administrator at their current school. Regarding the global competence perceptions of school administrators, no significant differences were found in terms of the variables of gender, age, educational level, teaching seniority, administrative seniority, type of school they work at, and duration of service as an administrator at their current school. Finally, it was found that the dimensions of "service quality," "management quality," "financial quality," "working environment," "social responsibility," "emotional appeal," and "corporate ethics" explained 9% of the variance in school administrators' perceptions of global competence. These dimensions were significant predictors of their perceptions of global competence.