Okul müdürlerinin yönetsel etkililiklerinin sergiledikleri yönetim tarzi ve okullarda değişime karşi direnişi giderme düzeylerinin i̇ncelenmesi

This thesis addresses the impacts of the tension between school principals and managerial effectiveness based on various variables related to management style and behavior in order to eliminate resistance to change in schools. Apart from that, to see if there is a relationship between managerial effectiveness, reducing resistance to change, and management styles were also examined. In this study, four levels of teachers including preschool, primary school, secondary school, and high school assisted us to develop a pattern of research. In terms of methodology perspective, this research follows three steps: collecting, evaluating, and contextualizing data. In order to collect data, the scale named "Washington Principal Evaluation Inventory-WPEI" created by Richard L. Andrews and adapted into Turkish by Ali Aksu was used. A further part of the methodology involved the creation of approaches to eliminating resistance to change among school principals by Iker Yelken, and the creation of a display scale for school administrators by Ramazan Asar. Tests were conducted to determine the normality of the data and it was determined that it exhibited normal distribution. Considering the findings, while no significant differences were found between the independent variables of the Management Styles Exhibited by School Administrators subdimensions (age, gender, branch, education level, seniority, working time), significant differences were found between the School Type and the Indifferent Management subdimensions. Furthermore, it was found that the "Participation" and "Educational Approach" sub-dimensions of School Principals' Approach to Eliminating Resistance to Change in Schools differed significantly according to the variable of educational status. Among the School Type variables, there was a significant difference in School Principals' Approach to Eliminating Resistance to Change in Schools, Communication and Pressure, and Use of Force. Moreover, among the teachers found no significant variation between Managerial Effectiveness Levels and variables of age, seniority, working time, and school type, nor between those variables and gender, education level, or branch. Analyses also showed that managers' effectiveness and management style and approaches to eliminating resistance to change had a positive and significant relationship. Management Styles, as well as Approaches to Eliminate Resistance to Change, are independent variables that were found to predict Managerial Effectiveness according to the research findings.