The relationship between anatolian high school managers'leadership styles and conflict management strategies they use according to the perceptions of anatolian high school teachers

The purpose of this research is to examine the relationship between Anatolian High School Managers's leadership styles and conflict management strategies they use according to the perceptions of Anatolian High School teachers. In the study descriptive scanning model was used. The data of the study were obtained from 430 teachers working in official Anatolian High School affiliated to the Ministry of National Education within the boundaries of İzmir in 2017. In this research, '' Conflict Management Styles Scale '' developed by Rahim (1983) and adapted to Turkish by Gümüşeli (1994) and '' Multi Factor Leadership Scale '' developed by Bass (1985) and adapted to Turkish by Aksu (2014) Scale " were used. Data from the participants were entered via SPSS 17.0; one-way variance analysis, t-test, kruskal wallis, pearson correlation analysis techniques were used in the analysis of research data. According to the results of the research: perceptions average of transformational leadership (= 67,41), transactional leadership (= 41,59) and laissez faire leadership characteristics are in favor of female teachers; the transformational and transactional leadership scores according to their professional seniority differ significantly in favor of teachers with 16-20 years of seniority; the perception scores of teachers' about school principals' leadership styles do not differ significantly according to the marital status, educational level and branch variables. According to the results of the research: perceptions average of integration method (=22,87), reconciliation (=21,23), avodiance (=18,76), compromise (=16,37) and domination (=12,75). The level of education of teachers, school principals in relation to conflict management is variable according to the point of domination of teachers who graduated from educational institute and avoidance score according to their professional seniority differ significantly in favor of teachers with 16-20 years of seniority. The perception scores of teachers' about school principals' leadership styles do not differ significantly according to the gender, marital status, and branch variables. According to perceptions of teachers' conflict management strategies used by school principals in leadership styles, there is a positive relationship between integration, compromise and reconciliation strategies and leadership styles that provide transformative, transactional, and laissez faire leadership; Positive attitude between avoidance strategy and leadership style that allows the transformationist to be sedentary and liberal, and at a low level; There is a negative relationship and a low level of relationship between the governance strategy and the transformationalist and laissez faire leadership styles.