Teachers's perceptions on professional professionality and leadershi̇p team cohesion

While performing the professions of the teachers who have the most important role in shaping the next generations, all their knowledge, skills and equipment are included in this process. When the teachers act professionally while continuing their professions, the individuals around them will also be positively affected. When evaluated from this perspective, continuing the teaching profession with both individual professionalism and professional professionalism standards will contribute to the achievement of educational organizations' goals. Teachers who continue their profession professionally are also aware of the necessity to share with other colleagues and to be a member of the leader team. Shared duties and responsibilities for individual and professional professionalism are inevitable. From this point of view, the aim of this study, which emphasizes the importance of professional professionalism and the harmony of the leader team, aims the teachers working in primary and secondary schools in the center of Düzce Province in the 2018-2019 and 2019-2020 academic years; to reveal their views on professional professionalism and leadership team harmony. Relational screening model was used in the research. The data used in the study were collected from 390 teachers determined by the "simple random sampling method" among 2850 teachers working in central primary and secondary schools in Düzce. The Vocational Professionalism Scale developed by Yılmaz and Altınkurt (2014) used in the research and the data collected with the scales made by Özdemir (2012), which was developed by the Turkish adaptation Özdemir (2012), percentage, frequency, arithmetic mean and standard deviation, Analyzed with Mann Whitney U and Kruskal Wallis. According to the research results; Teachers' perceptions of professional professionalism are in favor of male teachers in the personal development sub-dimension of the professional professionalism scale, whereas the difference in leadership team cohesion scale is in favor of female teachers in total. In terms of marital status variable, the significant difference in terms of contribution to the institution, professional sensitivity, which is one of the sub-dimensions of professional professionalism, is in favor of married teachers, and the significant difference is in favor of married teachers in terms of leadership team compliance. In terms of age variable, it is seen that there is a significant difference in teachers' perceptions of professional professionalism in their perceptions of professional professionalism and leadership team harmony in favor of teachers aged 31-39. In terms of seniority variable, there is no significant difference in teachers' professional professionalism, personal development and professional sensitivity sub-dimensions; It is noteworthy that the significant difference in their perceptions of contribution to the institution, emotional labor and leadership team cohesion is in favor of teachers with a seniority of 1-5 years.In the light of all these findings; Among teachers' perceptions regarding professional professionalism and leadership team harmony, it was determined that there was a weak negative relationship between leadership team harmony and personal development, contribution to the institution and professional sensitivity sub-dimensions, and the relationship between leader team compliance and emotional labor sub-dimension was positive and weak.