Determining the Level of Teachers’ Self-leadership

Abstract

Self-leadership is one’s ability of comprehending his/her skills and using them in short and long-term achievement. For that reason, it was discussed in different researches and factors affecting self-leadership were introduced. In this study, it was aimed to determine the level of teachers’ self-leadership. For the study, survey method was used. For data collection self-leadership questionnaire was used as measurement instrument. A total number of 43 teachers working in different teaching branches participated in the study. 29 teachers were working as elementary science teachers and rest of the teachers were working in different teaching branches. Self-leadership questionnaire consisted of 29 items with likert type response setting. Normality analyses were carried out to determine whether the data might be generalized to the population. Normality analysis revealed data was normally distributed. In findings section, each item’s score and standard deviation was indicated in Table 2. It was revealed that teachers’ self-leadership values were negative on item 12 and item 21. Teachers’ responses indicated that teachers’ self-leadership were mostly positive and overall scale score was 3.83 indicating positive self-leadership values. On the other hand, teachers’ responses were not higher than 4 on any item. It was concluded by the study that teachers’ self-leadership values might be increased.