Relationships between distributed leadership practice skills of school administrators and organizational climate

The main purpose of this study is to examine the relationship between the organizational climate and the distributive leadership practice skills of school administrators according to the perceptions of teachers working in Çumra and Bozkır districts of Konya. The universe of the research consists of 1335 teachers working in official primary and secondary schools within the borders of Konya province, Çumra and Bozkır districts. The sample of the study, on the other hand, consisted of 216 teachers who participated in the study and were determined randomly. The data of the research were collected using the "Distributive Leadership Inventory" and "Organizational Climate Scale". The data collected within the scope of the research were analyzed with the SPSS package program. Frequency and percentage taking techniques were used for descriptive statistical analyzes about the demographic characteristics of the teachers included in the sample. In the research process, in order to determine the relationship between two independent variables, the t-test was used, and one-way analysis of variance (ANOVA) was adhered to in order to determine the existing relationships between two or more variables. Finally, correlation analysis was conducted to examine the relationship between distributive leadership practices and organizational climate. As a result of the evaluation of the obtained findings; According to the perceptions of the teachers included in the study, it was concluded that the school administrators applied distributive leadership behaviors at a high level. According to teachers perceptions, school administrators showed more teamwork behavior than distributive leadership dimensions, while they showed a lower level of support behavior. Again looking at the results of the research; It has been observed that teachers' perceptions of support, supervision and teamwork behaviors among distributive leadership dimensions differ significantly according to age. It is seen that the perceptions of the teachers included in the study about organizational climate are at a moderate level. Teachers perceptions of the dimensions of sincere teacher behavior, collaborative teacher behavior and supportive principal behavior are high, but the low perceptions of teachers regarding the dimensions of reckless teacher behavior, mandatory principal behavior and restrictive principal behavior indicate that teachers give consistent answers about the organizational climate. When the relationship between school administrators' distributed leadership practice skills and organizational climate is examined; According to the findings, it was seen that there is a moderate positive relationship between the supportive principal behavior, sincere teacher behavior and collaborative teacher behavior sub-dimensions of the organizational climate and the distributed leadership support, supervision and teamwork subdimensions.