The analysis of the relationship between high school principals' leadership styles and high school principals' competencies of administrating change

The main purpose of this study is to analyze the relationship between high school principals' leadership styles and high school principals' competencies of administrating change. This is a descriptive research in the relational survey model. This research was carried out on 300 teachers in Bartın Province in 2015-2016 education year. The questionnaires were applied to teachers at their schools by the researcher. SPSS 15.0 program was used for the statistical analysis of data. As a statistical technique, in order to find the relationship between high school principals' leadership styles correlation analysis was done and in order to search high school principals' leadership styles predicting level on high school principals' competencies of administrating change, multiple linear regression analysis was done. The research data were collected by using "The Demographic Information Form", "Change Management Behavior Scale" and "Multi Leadership Questionnaire". The definitions of change management and leadership styles are made in accordance with the research. According to research findings, high school principals often manage the change. High school principals' competencies of administrating change is "good", It is found out that teachers' perception of high school principals' competencies of administrating change doesn't differentiate according to the variable of gender, age, durations of experience and educational background but it is seen that there are some differentiations according to the variables of durations of experiment at the school that the teachers are working. In this study, leadership styles were examined with the sub-dimensions of transformer and transactional leadership. High school teachers express that school principals exhibit more transformative leadership qualities (  = 3.39). It is found out that at the dimension transformer leadership, teachers' perception does not differentiate according to age, durations of experiment but teachers' perception differentiate according to gender, educational background and durations of experiment at the school that the teachers are working. At the dimension oftransactional leadership. It is seen that it does not differentiate according to the variables of age, duration of experience and educational background and durations of experiment at the school that the teachers are working. However, it differentiates according to gender. According to the teachers' perception, there was a meaningful, positive, middle level correlation between schools' principals change management competencies and their transactional leadership styles (r= .58; p<.01). There was a meaningful, positive and high-level correlation between schools' principals change management compatencies and transformative leadership styles (r= .83; p<.01). Finally, according to the results of regression analysis, the order of importance is first transformative leadership style and then transacsional leadership style. The level of meaningfullness of the predictor acording to the results of t-test shows that only transformassional leadership style (t = 18.902, p< .01) is the meaningful predictor. Transacsional leadership (t = .127, p> .01) is not the meaningful predictor.