Primary school principal?s situational leadership styles perception by teacher and teachers? constructive thinking styles about a correlational study

The focus of this dissertation is that, is there any relationship between primary school principal?s situational leadership styles? perception by teachers and the teachers? constructive thinking styles? In this study area is Kadıköy where there are 59 primary schools (56 public & 13 private schools) and 3938 teachers. Also 6 different training zone in Kadıköy. This study was used stratified sampling method. From each training zone three primary schools were selected randomly and 209 teachers joined to study as voluntary. For datas were used 2 separate scales. Constructive Thinking Inventory was found by Epstein (1973) which is measured people?s constructive and destructive thinking styles about theirself. That inventor was adapted to Turkish culture by Tosun and Karadağ (2008). Constructive Thinking Inventory is created 85 items, 7 components and 11 sub-scales. It is a likert type scale. The other scale is Multifactor Leadership Scale and was found by Bass and Avolio (1990). It is created for checking people?s leadership styles. Multifactor leadership scale was review by Akdoğan (2002). It is a likert type in Turkish and has 36 items, 3 components and 7 sub-scales. For data analysis was used to independent group t-test, Kruskal Wallis-H test, Mann Whitney-U test and Pearson multiplied moment correlation analysis. According to results, activity-oriented thinking factor was the most dominant factor for teachers. On the other hand not belonging anywhere feeling and intolerant thinking factors were least dominant factor for teachers. Behavioural thinking was the most dominant component at constructive thinking for teachers. Extraordinary thinking was least dominant component for teachers. In this study the most important result are these, there are relationship between constructive thinking factors and situational leadership components. These relationship are between constructive thinking with transformational leadership and destructive thinking with transactional and leis-fire leadership.