The relationship between destructive leadership behaviours of school managers and the motivations of teachers from the pesrpectives of secondary schools' teachers

The purpose of this study is to examine destructive leadership behaviours of school managers and their impacts on teachers' motivations. In this study, the level of schools managers' destructive leadership behaviours, the level of teachers' motivations and the relationship between school managers' destructive leadership behaviours and teachers' motivations have been analyzed based on teachers' perceptions. This study also tested if there is a significant difference in the perceptions of teachers according to their gender, marital status, age, tenure, organizational tenure, education and branch. This study uses relational model as a quantitative research method. The population consists of teachers working at secondary public schools in five districts in Antalya. Using stratified-random sampling method, 345 teachers were choosen as the sample of this study. The questionnaire includes "demographic questions", "destructive leadership scale" developed by Uymaz (2013) and "teachers motivation scale" developd by Polat (2010). The scale items were ranged from (1) strongly disagree to (5) strongly agree. The data collected were analyzed in SPSS software by using frequence analysis, mean, standard deviation, t-test and one-way Anova statistics. As non-parametric tests, Mann Whitney U and Kruskal Wallis statistics were also utilized. Moreover, correlation analysis was used to test the relationship between school managers' destructive leadership behaviours and teachers' motivations. The study results show that the levels of school managers' destructive leadership behaviours are very low, whereas theachers' motivation levels are high. There are significant differences in school managers' destructive leadership behaviours according to gender (for the component of insensibility towards followers), age (for the component of excessive authoritarianism), education (for the components of excessive authoritarianism, unethical behaviour, insensibility towards followers) tenure (for the component of excessive authoritarianism) and organizational tenure (for the component of excessive authoritarianism). There are no significant differences in destructive leadership behaviours according to marital status and branch of participating teachers. In addition, the study findings revealed that there are significant differences in teachers motivation levels according to their gender (in the components of career development), marital status (in the component of career development), age (in the components of job itself, career development and work environment), education (in the components of job istelf, relational, work environment and wage), tenure (in the component of work environment), organizational tenure (in the component of relational) and branch (in the component of career development). Further, according to the study findings, there is a significant negative relationship between school managers' destructive leadership behaviours and teachers' motivation levels.