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European Journal of Education Studies ISSN: 2501 - 1111 ISSN-L: 2501 - 1111 Available on-line at: www.oapub.org/edu Volume 3 │Issue 11 │2017 doi: 10.5281/zenodo.1069687 SELF-LEADERSHIP BEHAVIORS AS PREDICTOR OF TEACHERS’ TAKING INITIATIVE Sinem Konuki Yıldız Technical University Department of Educational Administration Istanbul, Turkey Abstract: The purpose of this research is to investigate whether teachers’ self-leadership behaviors can predict whether they will take initiative behaviors. This research was designed with the relational survey method. Research sample consists of 585 elementary school teachers working in 32 different schools in Istanbul, Turkey. Additionally, the sample was determined with simple random sampling. The data of the research was collected with the Self- Leadership Scale and Taking Initiative Scale for Educational Organizations. The relationship between teachers’ taking initiative behaviors and self-leadership behaviors was tested with Pearson Correlation analysis. Afterwards, multilinear regression analysis was utilized to analyze whether teachers’ self-leadership behaviors predict taking initiative behaviors. According to the research results, it was revealed that teachers use the strategy of focusing the idea on the natural rewards the most, and the strategy of self-punishment the least among self-leadership strategies. Moreover, it was found that teachers enact proactive action the most and self-starting the least among taking initiative behaviors. It emerged that there is a positive and significant relationship between teachers’ taking initiate behaviors and self-leadership behaviors, except for the sub-dimension of self-punishment. It was found that the sub-dimensions of self-leadership significantly predict the subdimensions of taking initiative. These results were discussed in the theoretical frameworks of action and self-influence theories. At the end of the research, these suggestions can be offered that in-service trainings on leadership development should be applied in order to foster taking initiatives. Further researchers can analyze the Copyright © The Author(s). All Rights Reserved. © 2015 – 2017 Open Access Publishing Group 650 Sinem Konuk SELF-LEADERSHIP BEHAVIORS AS PREDICTOR OF TEACHERS’ TAKING INITIATIVE relationship between taking initiative and self-leadership behaviors with qualitative analyze. Keywords: self-leadership, taking initiative, elementary school teachers 1. Introduction The rapid change occurring throughout the world has led to the introduction of new science and technology approaches and occasional fluctuations in the economy. Organizations should be able to predict the waves of change in order to avoid becoming negatively influenced by the changes. However, this is particularly difficult for organizations that have large and strict hierarchal structures, such as the Ministry of National Education (MoNE). According to Jarson & Kind (2005), in order for organizations to accommodate themselves to rapid changes, they should adopt structures based on teams consisting of individuals who manage themselves and where administrator roles are shared among team members rather than an administration based on hierarchy and status. Schools of the 21st century can adopt a team-based structure by eluding from their present stable structures and undertaking an active and productive role (Ilgen & Pulakos, 1999). At this point, the concept of self-leadership, defined as the self-direction and motivation process of an individual and organizational success (Manz, 1986). For viewing / downloading the full article, please access the following link: https://oapub.org/edu/index.php/ejes/article/view/1247 European Journal of Education Studies - Volume 3 │ Issue 11│ 2017 651