Relationship between the ennegram personality types and visionary leadership behaviours of women administrstors in public schools

This study was conducted to determine the relationship between Enneagram personality types and visionary leadership behaviours of female administrators working in formal schools. For this purpose, concepts such as educational management, school administration, female executives, personality, leadership, leadership behaviours, and Enneagram were included in the study. The correlational survey model, which is one of the quantitative research methods, was used in this study. The target population of the study consists of 650 female administrators working in 19 districts of Antalya province in the 2022-2023 academic year. The sample of the study consists of 250 female administrators selected by simple random sampling method from the stratified sampling methods. Sabancı's (2007) "Visionary Leadership Competencies Scale for School Principals" and "Enneagram Personality Scale" which was developed by Subaş's (2017) were used in the study. Statistical analysis techniques such as descriptive statistics, independent samples t-test, ANOVA test, Scheffe test from post-hoc tests, Pearson correlation analysis, and multiple linear regression analysis were used in the analysis of the data. Cronbach's alpha reliability coefficient was used to test the consistency of the collected samples of the scales. The research findings revealed that there is a significant positive relationship between school administrators' Enneagram personality types and visionary leadership competencies. It was observed that Enneagram personality types varied significantly based on the type of institution they worked in, their position, educational background, years of experience as an administrator, professional experience, and participation in educational management courses respectively. Similarly, visionary leadership competencies were found to differ significantly based on the type of institution they worked in, their position, educational background, years of experience as an administrator, professional experience, and participation in educational management courses respectively.