Multidimensional investigation of the reolationship between perceived leadership styles of school principals and school culture

With this study, the relation between the leadership styles of school principals as perceived by teachers and teachers' perceptions of school culture is aimed to determine, -according to the perceptions of teachers- which leadership style the principals perform more, what the teachers' perceptions of school culture is, in what level the relation between subscriber and transformational leadership styles and school culture is and whether all those vary according to the demographic characteristics of teachers.The investigation was applied on 223 teachers working in primary and secondary school in Sancaktepe, Istanbul in 2013-2014 academic years. In this research, "Personal Information Form", "School Culture Scale" (2011) and "Leadership Styles of School Principals" scales (2009) developed by Şahin were used. Answer were sought for eleven sub-problems in the research and descriptive frequency percentage distributions, arithmetic mean, standard deviation and standard error rates, Pearson Multitaplication Moment Correlation , t test of independent groups, unidirectional variance analysis (ANOVA), Levene test, Scheffe from Post-Hoc analyses and test from Tamhane's T2 were used in analyzing the data. The results of the research can be summarized as follows: •There is a moderate and positive significant relation between the leadership styles of school principals as received by teachers and teachers' perceptions of school culture; and teachers think that school principals perform firstly a subscriber and then a transformational leadership style. •The leadership style of school principals received by teachers don't vary according to the gender, age, level of education, seniority and variance of branch of teachers; however subscriber leadership styles according to gender and seniority variances, transformational leadership styles according to the level of education of teachers show a meaningful diversity. •Teacher' perceptions of school culture show meaningful diversity according to the gender variance. Besides, there is a meaningful diversity in all sub-dimensions "Being colleague, Personal Support "and "Development Culture" are higher (according to other sub-dimensions). •Teachers' perceptions of school culture show a meaningful diversity according to the gender variance. Besides, there is a meaningful diversity in all sub-dimensions (Bing Colleague, Personal Support, Cooperation of Teachers, Development Culture, Teaching culture) except from "School Leadership" for the benefit of the female teachers. •Teachers' perceptions of school culture don't show a meaningful diversity in terms of age variance. •Teachers' perceptions of school culture don't show a meaningful diversity according to the level of education variance. However it shows a meaningful diversity in "School Leadership" sub-dimension for the benefit of past graduated teachers. •Teachers' perceptions of school culture don't show a meaningful diversity according to seniority variance and perceptions of school culture of new teachers are higher. •Teachers' perceptions of school culture don't show a meaningful diversity according to branch variance, but there is a meaningful diversity in "Teaching Culture" sub-dimension for the benefit of classroom teachers.