Kamu ilköğretim okulu müdürlerinin kişisel inisiyatif alma durumları ve öz-yeterlikleriyle ilişkisi
In this study, it was aimed to analyze the public elementary school principals? taking personal initiative and its relation with self-efficacy. The study was designed as a descriptive and relational study. The levels of principals? taking initiative were measured by the instrument based on the perceptions of principals, vice-principals and teachers. Self-efficacy of principals was determined by the Principals? Sense of Efficacy Scale [PSES] based on the principals? perception. Furthermore, principals are asked to share the works they conducted by taking personal initiative and the consequences of these initiatives.Target population of the study was consisted of 15.242 principals, 24.276 vice-principals and 399.011 teachers from Turkey. Data were collected from 381 principals, 381 vice-principals and 384 teachers selected randomly. The research was conducted with the participation of the principals, vice-principals and teachers working in İstanbul, Çanakkale, İzmir, Eskişehir, Konya, Antalya, Kayseri, Samsun, Trabzon, Kars, Van and Şanlıurfa who will represent Turkey. The research was supported by Ministry of National Education ? Education Research and Development Directorate (MoNE-EARGED) and the instrument was distributed and collected by MoNE-EARGED. Data were analyzed with SPSS 13 and LISRELL 8.7 programmes. At the phase of data analysis, descriptive statistics such as mean and standart deviation and variance analysis, multivariate regression analysis, exploratory factor analysis, confirmatory factor analysis and content analysis were used as inferential statistics.Research results show that principals take personal initiative at a high level in the dimensions of self-starting, proactivity and persistency. While principals think that they take personal initiative at a high level, vice-principals and teachers think that principals take personal initiative relatively less. Gender, education level and working duration in the school does not have a statistically significant effect on principals? taking personal initiative. Additionally, senior principals behave more persistent and proactive. Principals working in schools with higher student population behave more persistent in taking personal initiative. Principals take more personal initiative in all of three dimensions in schools with higher teacher population.Data retrieved from open-ended questions show that principals make physical setting arrangements most by taking personal initiative and consecutively it is followed by development of education-instruction, crisis management-management development, organizing various activities, providing motivation and school-environment relations. Principals received results such as providing student, parent and employee satisfaction, influencing education-instruction positively, having positive responses and positive psychological consequences by taking personal initiative. Furthermore, principals came across with consequences such as negative responses, legal investigation, negative psychological consequences and oral warning.Principals perceive themselves completely competent in efficacy for management, efficacy for instructional leadership and efficacy for moral leadership. Gender, the working duration in the school, education level and the number of teachers in the school is not effective on principals? self-efficacy. Also, principals with more seniority perceive themselves as more competent in three dimensions. Principals with the most principalship seniority perceive themselves more competent in terms of instructional leadership than principals with middle seniority. Furthermore, principals working in moderately populated schools perceive themselves more competent than those of in less populated schools.Three dimensions of principals? self-efficacy predict their taking personal initiative in the dimensions of self-starting, proactivity and persistency. As the self-efficacy level of principals increases, their personal initiative behavior increases, too.