The relationship between competencies of principals and psychological hardiness levels of teachers according to the perceptions of secondary school teachers

The general purpose of the research is to determine the relatioanship level between the managerial competencies of school administrators and the psychological hardiness of teachers according to the perceptions of teachers in the official secondary schools connected to the Ministry of Education in Turkey. The relational screening model was used in the research. The target universe of the study consists of 2168 teachers employed in the districts of Atakum, Canik and İlkadım in the downtown of Samsun in the 2017 – 2018 academic year. 401 teachers in those districts participated for the sample of the research. "The Personal Information Form" with six items, "The School Principals' Proficiency Scale" with three-dimensionals and 38 items which was developed by Aksoy (2012) and "The Psychological Hardiness Scale" with three-dimensionals and 21 items which was developed by Işık (2016) were used to collect research data. Percentage and frequency to evaluate on personal information, aritmetic mean and standard deviation on sub-dimensions, t-test for gender, age and marital status, one-way analysis of variance (ANOVA) for occupational seniority and field, Tukey HSD test to determine the significant difference in sub-dimensions, Pearson correlation analysis to determine the relationship between the managerial competencies of school administrators and the psychological hardiness levels of teachers were performed to analyze the data. As a result of the research, when the total and sub-dimensions are examined, according to the perceptions of the teachers, it is seen that school principals are sufficient as managers and the teachers are psychological resistant. At the scale of the manager competence, the teachers have participated in the conceptual competence at least and the technical competence sub-dimensions at most. At the psychological hardiness scale, the teachers have participated in the control at least and the challenge sub-dimensions at most. There is no significant difference both of the managerial competencies of school administrators and the psychological hardiness of teachers according to teachers' perceptions in terms of seniority, field and position as an administrator. The school principals' proficiency do not differ in gender and marital status variables. The 41 years old and over teachers are more controlled and durable than the 40 years old and under teachers, according to the age variable. It is seen that there is a significant, positive and low level relationship between the administrators' competencies of school principals and the psychological hardiness of teachers. The highest relationship is between self-devotion and at the total and sub-dimensions of manager competencies. The relationship is particularly between self-devotion and humanistic competencies. The lowest relationship is between the challenge, control and at the total and sub-dimensions of the school principals' proficiencies.