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    A COMPARISION OF THE PRIMARY EDUCATION AND MINISTRY SUPERVISORS' COMMUNICATION STYLES
    (HACETTEPE UNIV, 2010) Cetinkanat, A. Canan; Sagnak, Mesut
    The purpose of this study was to determine the primary education and ministry supervisors' communication styles. The data of the research were collected with "supervisor interaction inventory" developed by Kremer-Hayon and Wubbels (1993). The questionnaire consists of 61 questions related to the dimensions. Leadership. helpful/friendly, understanding, responsibility/freedom, uncertain, dissatisfied, admonishing and strict. 308 elementary school teachers from 15 schools and 160 high school teachers from 10 schools who has been supervised participated to the research in Nigde. The data have been analysed using descriptive statistics methods. According to the study results it was found that primary education supervisors used the leadership and strict communication styles at most and uncertain and admonishing communication styles at least. Similarly it was found that ministry supervisors used the leadership and strict communication styles at most and dissatisfied and uncertain styles at least. There were differences between the communication styles of primary education and ministry supervisors. It was found out that ministry supervisors used leadership, helpful/friendly and strict communication styles with a higher level compared with the primary education supervisors.
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    Ethical Leadership and Teachers' Voice Behavior: The Mediating Roles of Ethical Culture and Psychological Safety
    (Edam, 2017) Sagnak, Mesut
    The purpose of this study is to investigate the mediating effects of ethical culture and psychological safety on the relationship between ethical leadership and teachers' voice behavior. The sample consists of 342 teachers randomly selected from 25 primary and secondary schools. Four different instruments are used in this study. The scales have been translated into Turkish using a translation/back-translation method. All scales have been adapted to an educational context, and their validity and reliability have been examined. Pearson's correlation coefficient and regression analysis are used for analyzing the data. Ethical leadership is found to positively relate to teachers' voice behavior. This relationship is mediated by ethical culture and psychological safety. Theoretical and practical implications are discussed and future research possibilities have also been suggested.
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    Participative Leadership and Change-Oriented Organizational Citizenship: The Mediating Effect of Intrinsic Motivation
    (ANI YAYINCILIK, 2016) Sagnak, Mesut
    Problem Statement: Scientists support that success cannot be achieved through schools with a bureaucratic structure in which top-down relation is emphasized but rather with a decentralized structure of authority. Scientists also posit that participative management is the best approach. Participation or participative leadership is defined as deciding jointly or as the shared influence for deciding between superiors and subordinates. From this standpoint, participative management has focused on allocating decision-making authority and sharing power. It is vital for schools to apply innovations to be effective. Leadership is one of the most important factors affecting organizational innovation. Participative leaders encourage teachers to find new opportunities, generate new information, and perform. Thus, it can be asserted that participative leadership behavior effects change-oriented organizational citizenship behavior. The motivational model used to explain the effect of participative leadership behaviors of superiors on the work performance of subordinates asserts that participation in decision making provides intrinsic rewards for subordinates. It has been indicated within research results that participative leadership affects subordinates' behavior by means of intrinsic motivation. Purpose of the study: This study aimed to explore the mediating role of intrinsic motivation on the relationship between participative leadership and change-oriented organizational behavior. Method: The survey model was used in this study. The participants included 850 teachers randomly selected from 68 elementary schools in the center of Nigde and its districts in Turkey. Three different instruments were used in this study. The scales were translated using the translation and back translation method. In order to examine the construct validity of the scales, exploratory factor analysis and confirmatory factor analysis were used. Structural equation modeling was conducted using the LISREL 8.7 computer program for the mediating test. Findings: Participative leadership was a significant predictor of change-oriented organizational citizenship behavior (beta=0.26, p<.01) and intrinsic motivation (beta=0.27, p<.01). A significant relationship between changeoriented organizational citizenship behavior and intrinsic motivation (beta=0.75, p<.01) was present. Intrinsic motivation fully mediated the relationship between participative leadership and change-oriented organizational behavior (beta=0.06, t=1.87). Conclusion and Recommendations: Results indicated that participative leadership significantly affected change-oriented organizational citizenship and intrinsic motivation. A significant relationship was found between change-oriented organizational citizenship and intrinsic motivation. It was determined that intrinsic motivation fully mediated the relationship between participative leadership and change-oriented organizational citizenship behavior.
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    School Management and Moral Literacy: A Conceptual Analysis of the Model
    (EDAM, 2012) Sagnak, Mesut
    The aim of this study is to analyze the moral literacy model developed by Tuana; discuss the superiorities and limitations, and constitute the theoretical conditions of a new model by utilizing previous researches and theories asserted about this subject. The model has stated that moral literacy is composed of three main components as ethics sensitivity, ethical reasoning skills and moral imagination, and these components involve at least three components, as well. In this study, it has been claimed that moral sensitivity includes both the cognitive and affective processes, and it has been suggested that a subcomponent about affect should be clearly included. It has been stated that Tuana's characterizing the moral intensity as a subcomponent of ethical sensitivity can be criticized; some researches asserted that moral intensity has relation with moral judgment and moral intention as much as it is related with moral sensitivity, and therefore; moral intensity can be regarded as a surrounding component effecting main components during ethical decision. In the model, it has been stated that handling virtue ethics, which is put forth as a criteria, within the moral judgment is open to criticism, as it is a concept more about behavior and fulfilling the action. It has been suggested that moral imagination, the third component of moral literacy, has a common quality effecting element of this process rather than effecting main components or subcomponents, like moral intensity. It has been determined that Tuana did not clearly state any component related to behavior, and so it has been suggested that moral intention, which is a component about action, can take place as a main component in this model.
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    The Relationship Between Transformational School Leadership and Ethical Climate
    (EDAM, 2010) Sagnak, Mesut
    This study aimed to investigate the relationship between transformational school leadership and ethical climate. The participants were 764 teachers in 50 elementary schools in Nigde during the 2008/2009 academic year. Two distinct instruments were used in this study. The Principal Leadership Style Inventory developed by Leithwood and Jantzi (1991) was used for determining principals' transformational leadership style and the Ethical Climate Questionnaire developed by Victor and Cullen (1988) was used to determine the ethical climate. Pearson product correlation coefficient and simple regression techniques were used for data analysis. Results showed that principals carried out fostering group goals the highest and holding high performance expectations the lowest among transformational leadership dimensions. Elementary schools had caring at the highest level and instrumental at the lowest level as ethical climate types. All dimensions of transformational leadership were positively related to caring, law and code, and rules ethical climate types. The highest relationship was found between all dimensions of transformational leadership and caring ethical climate type. Instrumental ethical climate was negatively related to providing vision or inspiration, models behavior, fostering group goals, providing support and providing intellectual stimulation. Instrumental was not significantly related holding high performance expectations. The highest negative relationship was found between instrumental and providing support, models behavior. Independence ethical climate was positively related to providing support, intellectual stimulation and holding high performance expectations. Independence was not significantly associated with providing vision or inspiration, models behavior and fostering group goals. School transformational leadership was a significant predict of ethical climate. A simple regression analysis showed that approximately 40% of the total variance pertaining to ethical climate can be explained by transformational leadership behaviors.
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    Transformational Leadership and Innovative Climate: An Examination of the Mediating Effect of Psychological Empowerment
    (ANI YAYINCILIK, 2015) Sagnak, Mesut; Kuruoz, Mehmet; Polat, Betul; Soylu, Ayse
    Problem Statement: The most important characteristic of today's organizations is too much change. The demand of organizations to fulfill objectives within dynamic environmental aspects has required strong leadership. Organizations' accommodation to changes, generating new ideas, adapting these ideas to organizations, and also the individual and intellectual development of employees have revealed the transformational leadership concept. Transformational leaders empower participants independently from supervision and control of leadership; they create an environment free from punishment, so that participants feel themselves as empowered, and this leads to their behaving in an innovative manner. Transformational leaders empower employees and generate a climate that supports innovation. Research about transformational leadership, psychological empowerment, and innovative climate is generally conducted within a business organization, and there are so few studies about these variables within schools. Method: The survey model was used in this study. 303 teachers working in Eskisehir Central Secondary School participated in this research. However, outlier values were examined, and the values of two participants including improper data sets were deleted; therefore, the number of participants was determined to be 301. Three different scales were used in this research. The validity and reliability of the scales were examined. Mean, standard deviation, Pearson correlation and stepwise regression analysis techniques were used. Findings: It was found that there was a significant positive relationship between transformational leadership and psychological empowerment. A significant positive relationship was found between psychological empowerment and innovative climate, as well. The stepwise regression analysis showed a significant relationship between transformational leadership and innovative climate. According to the Sobel test results, the relationship between transformational leadership and innovative climate was decreasing but significant (z=2.43, p<0.05). Therefore, it has been determined that psychological empowerment partially mediated the relationship between transformational leadership and innovative climate. Conclusion and Recommendations: Transformational leadership affects innovative climate both directly and indirectly through psychological empowerment. However, research about psychological empowerment in educational organizations and innovation and creativity at schools is very limited. In relation to this study, the effect of the leadership roles of principals, on the level of the psychological empowerment of teachers on their innovative and creative behaviors, can be examined.