The relationship between perceptions of teachers in science and art centers to managers' leadership qualifications institutional effectiveness and institutional culture

The purpose of this research; in Science and Art Centers (SAC); is to investigate whether the leadership competencies of administrators have a meaningful difference according to teacher perceptions in terms of institutional effectiveness, institutional culture, variables and investigate whether there is a meaningful relationship between leadership competence, institutional effectiveness and corporate culture. "School Administrator's Leadership Qualification Scale", "School Effectiveness Scale" and School Culture Scale were applied to 364 teachers in 72 SAC in Turkey in 2016. The research consists of descriptive and relational screening models. The data were analyzed using the SPSS 15 packet program. T-test, one-way analysis of variance (ANOVA), Tukey test and averages were used for data groups with normal distribution, Pearson correlation technique and partial correlation technique were used to determine the relationship level between the variables. The significance of the results was tested at .05 and .01 levels. It has been found that the perceptions of the teachers', administrators regarding the subordinate dimensions of leadership competencies are "Very adequate". It was observed that teachers found their institutions effective at Perceptions of teachers about sub-dimensions of institutional effectiveness; "many" levels in the safe and regular environment subdimension, open school mission and goals, high expectations, learning opportunities and development monitoring, and "very" level in school family relationships and instructional leadership subdimensions. The perceptions of teachers about the sub-dimensions of corporate culture were found to be at the level of "I fully agree". Although there were significant differences between the perceptions of the teachers' administrators' leadership competencies and the variables of the teachers' occupational seniority status, the way they were assigned to SAC, and the way administrators were assigned to SAC, there was no significant difference between the gender and educational status variables. Although there were significant differences between the teachers' perceptions of institutional effectiveness and the teachers' occupational seniority status, the way they were assigned to SAC, and the way administrators were assigned to SAC, there was no significant difference between gender and educational status variables.. There were no significant differences between gender status, vocational seniority status, and education status variables, although there were significant differences between the perceptions of teachers about institutional culture and the way in which teachers were assigned to SAC and administrators were assigned to SAC. A moderately positive correlation was found between the leadership competencies of the teachers and the institutional effectiveness and the leadership competences of the administrators and the perceptions of the institutional culture. There was a high positive correlation between teachers' perceptions of institutional effectiveness and institutional culture. When the teachers 'perceptions about the institutional culture were held constant, it was found that there was a low positive correlation between the administrators' perceptions of leadership competencies and institutional effectiveness. When the perceptions of the teachers about the institutional effectiveness were kept constant, it was found that there was a low positive correlation between the administrators' leadership qualifications and the institutional culture perceptions. When perceptions of teachers' administrators' leadership competence were held constant, it was found that there was a high positive correlation between institutional effectiveness and institutional cultural perceptions. Key Words: Special talent, Leadership, Effectiveness, Culture.