The role of learning organization and talent management in the effect of the transformational leadership styles of school principals on innovation management in their schools

This study aims to reveal the vocational technical high school teachers' own principals' levels of transformational leadership, their schools' being a learning organization, talent management and innovation management according to teachers' perceptions. Another aim of the study is to state whether the relevant variables indicate meaningful difference according to teachers' professional (branch, in-service training numbers attended, number of certificates) and school principals' certain features (gender, educational administration training, union membership). The last aim of the study is to analyze the mediating role of learning organization and talent management in the effect of transformational leadership levels of school principals in innovation management. The study was carried out in vocational technical anatolian high schools located in 11 central towns of İzmir. 30 state principals of vocational technical high schools and 562 teachers working in these schools in the educational year of 2018-2019 were taken as sample. Quantative research method was made use of in accordance with the aims and approaches of the study. The research data was collected with Okul Müdürlerinin Liderlik Stilleri Scale, Okullarda Yenilik Yönetimi Scale, Okullarda Öğrenen Örgüt Scale and Okullarda Yenilik Yönetimi Scale. Arithmetic mean, standard deviation, t-test, one-way analysis of variance (ANOVA), LSD, confirmatory factor analysis and structural equation modeling (Path diagram and fit indices) were used to identify and analyze the data. The data gathered was analyzed with programs of SPSS 23.0 and AMOS. According to the findings, it is determined that according to the perceptions of the teachers, transformational leadership levels of the principals are at a very rare level, schools' being a learning organization levels are at majorly agree level, talent management levels are at frequently level and innovation management levels of the school principals are at a highly agree level. According to the perceptions of the teachers in the study, transformational leadership levels, their schools' being a learning organization, talent management and innovation management levels of the school principals indicate no meaningful difference according to in-service training numbers attended, number of certificates, principals' educational administration training. Relevant variables indicate meaningful difference according to teachers' branch, principals' gender and principals' union membership. Study findings indicate that there is a meaningful relationship between the transformational leadership levels of school principals and their innovation management levels, and their schools' being a learning organization and talent management have a partial mediation role in the effect of the transformational leadership of school principals to innovation management.