Investigation of the relationship between school managers' visionary leadership competencies and teacher performance, according to teachers' perceptions

This research has been carried out to examine the relationship between school principals' visionary leadership competencies and teacher performance with reference to teachers perceptions. Relational survey model was used in the research. The population of the research consists of 4163 teachers working in primary, secondary and high school educational institutions in Siirt province in 2019-2020 academic years. The sample of the study consists of 440 teachers selected from stratified sampling methods. In the research, "Visionary Leadership Competencies Scale of School Principals" developed by Sabancı (2007) and "Teacher Performance Scale" adapted to Turkish by Balcı, Öztürk, Polatcan, Saylık and Bil (2016) has been used used. In statistical analysis of the data, frequency and percentage, standard deviation, arithmetic mean, independent sample t-test, ANOVA test, Scheffe test, post-hoc tests, Pearson correlation analysis and multiple linear regression analysis techniques have been used. In testing the coherency of the scales for the collected sample group, Cronbach's alpha reliability coefficient has been examined. It is determined that the perceptions of the teachers participating in the research and the school administrators' perceptions about visionary leadership behaviors are "at a high level" and the levels of visionary thinking, using resources, communication, action-oriented, taking risks, decision making and motivation are high. When the descriptive findings related to the perspectives of the organizational performance scale are analyzed, it is determined that the item with the lowest average is "I expect a high level of academic performance" and the item with the highest average is "I start the class on time and I finish it on time". As a result of the correlation analysis, it is determined that there has been a significant and moderately significant relationship between the visionary leadership behaviors of school administrators and the organizational performance levels of teachers in general. As a result of the regression analysis; school principals' visionary leadership competencies were determined to be a significant predictor of teacher performance. Key Words: Visionary, leadership, vision, teacher, performance