The relationship between school heads' visionary leadership behavior and teachers' individual innovation levels

The purpose of this study is to examine the relationship between school administrators' visionary leadership behaviors and teachers' individual innovation levels. In addition, the aim of the research is to determine whether teachers' perceptions of school administrators' visionary leadership behaviors and their individual innovation levels vary according to gender, educational background, professional experience, age group, and school type. Within the framework of these objectives, the research utilized a correlational survey design and causal comparative method. The population of the study consisted of all teachers working in high schools in the Viranşehir district of Şanlıurfa province. The sample of the study consisted of 243 teachers out of 748 teachers selected through simple random sampling method from the teachers working in high schools in Viranşehir district. In the research process, the "Visionary Leadership Scale" was used to evaluate teachers' perceptions of school administrators' visionary leadership behaviors, and the "Individual Innovation Scale" was used to determine teachers' individual innovation levels. The collected data were analyzed using the SPSS statistical software package. The analysis conducted in the study revealed a positive, low-level relationship between teachers' perceptions of school administrators' visionary leadership behaviors and their individual innovation levels. This finding suggests that school administrators' visionary leadership behaviors can influence teachers' individual innovation potentials. Additionally, significant differences in teachers' individual innovation levels were found based on their gender and the type of school they work in. Furthermore, the research indicated that teachers' perceptions of school administrators' visionary leadership behaviors were influenced by their age groups and the type of schools they work in. Overall, the findings highlight the importance of school administrators' visionary leadership behaviors in fostering teachers' individual innovation levels. The study emphasizes the need for administrators to demonstrate visionary leadership, which can positively impact teachers' innovative capabilities. Moreover, the study underscores the significance of considering teachers' gender, age group, and school type when examining their individual innovation levels and perceptions of visionary leadership behaviors.