School Administrators' Leadership Competencies According to the Views of School Administrators and Teachers

Abstract

The purpose of this paper was to investigate the school administrators’ leadership competencies according to the views of the school administrators and teachers. Leadership Competency Inventory (LCI) developed by Yoon, Song, Donahue and Woodley (2010) and adapted into Turkish by the researchers was used with the aim of gathering data in the study. (Detailed evidence about the adaptation process of LCI was presented under the title of Method II.) The research was realized with the participation of 121 school administrators and 143 teachers. The research data was analyzed through descriptive statistics, Pearson product-moment correlation coefficient, and multivariate analysis of variance (MANOVA). According to the results, there were positive and significant relationships between both school administrators' and teachers' perceptions on the factors of LCI and school administrators’ self-perceptions of their leadership competencies and teacher’s perception of school administrators’ leadership competencies differed significantly. As a result, school administrators evaluated their leadership competencies more positively. Several suggestions were proposed for improving school administrators’ leadership competencies.