VISIONARY LEADERSHIP BEHAVIORS OF SCHOOL ADMINISTRATORS
Özet Görüntüleme: 53
/ 
PDF İndirme: 9
Anahtar Kelimeler:
Leader, vision, visionary leadership, school administratorsÖzet
A school administrator who demonstrates visionary leadership behaviors greatly affects the behavior of teachers. These effects positively affect teacher performance. These include: motivating and engaging emotionally, inspiring and influencing, encouraging progress and building positive habits, improving the ability to remember, supporting innovation, leading and bringing the team together, leading and guiding.
Visionary leaders motivate employees with vision. The leader is the head of the organizational vision and they enable employees to concentrate on future organizational goals. While visionary leaders focus their employees on the goal, they also take their opinions into account, are in communication and are respectful of the values they believe in. By distributing the authority over the visionary leader to his subordinates, they take their opinions into account in the plan and program by sharing responsibility. Thus, by spreading the vision throughout the organization, they ensure that employees embrace the vision and become successful at a higher level.
Visionary leaders imagine a future beyond the current situation, take bold steps to create change and engage in new initiatives related to innovation and creativity. They also question thoughts and ideas and encourage their followers to think, explore and improve themselves. Additionally, rather than developing a vision alone, visionary leaders create a vision together with their followers, allowing them to include everyone's ideas and contributions. This distributed vision development approach increases followers' sense of commitment to the vision, creating an inspiring source of motivation and enthusiasm. In addition, visionary leaders maximize the potential of their followers by supporting teamwork. Teamwork enables the team to be successful by combining everyone's strengths. Visionary leaders support teamwork, enabling followers to cooperate, communicate and support each other.
Referanslar
Balkar, B. (2015). The relationships between organizational climate, ınnovative behavior and job performance of teachers. International Online Journal of Educational Sciences, 7(2), 81-92.
Benligiray, S. (2000). Bir vizyon geliştirme ve gerçekleştirme yaklaşımı. Anadolu Üniversitesi İİBF Dergisi, 16, 1-2.
Blanchard, K. (1997). Anlaşılır vizyon. Executive Excellence, 1(7), 3-4.
Bloch, S., & Whiteley, P. (2005). Kusursuz liderlik, (Çev. Ümit Sensoy), İstanbul: Optimist Yayınları.
Bowen, S. A. (2018). Mission and vision. University of South Carolina. https://doi.org/10.1002/9781119010722.iesc0111
Bush, T. (1998). The National Proffesional Qualification For Headship: The Key To Effective School Leadership. School Leadership and Managment, 18(3), 321-334.
Cangemi, J. P. (2000). Developing personal power-a requisite for effective leadership in organisations. IFE PsychologIA: An International Journal, 8(1), 219-238.
Cerami, J. R. (2015). Developing Emerging Leaders: The Bush School and the Legacy of the 41st President. Army War College Carlısle Barracks Pa Strategic Studies Institute.
Collins, J. C., & J.I. Porras (1996). Building Your Company’s Vision, Harvard Business Review(September/October), 65-77.
Covey, S. R. (1990). Principle centered leadership. New York: Summit Books.
Çelebi, F. (2020). Dijital çağda liderlik ve girişimcilik. Ankara: İktisad Yayınevi.
Çelik, V. (1997). Eğitim yönetiminde vizyoner liderlik. Kuram ve Uygulamada Eğitim Yönetimi, 12(12), 465-474.
Çelik, V. (1999). Eğitimsel liderlik. Ankara: Pegem Yayınları.
Dominiece-Diasa, B., Portnova, I., & Volkova, T. (2018). Strategic foresight: towards enhancing leadership capabilities and business sustainability. In 10th International Scientific Conference. Business and Management.
Durukan, H. (2006). Ahi Evran Üniversitesi Kırsehir Eğitim Fakültesi Dergisi (KEFAD) 7(2).
Elçiçek, Z. ve Yaşar, M. (2016). Türkiye’de ve Dünya’da öğretmenlerin meslekî gelişimi. Elektronik Eğitim Bilimleri Dergisi, 5(9), 12-19.
Endeman, J. L. (1990). Visionary leadership in superintendents and its effect on organizational outcomes. University of La Verne.
Erçetin, Ş. (2000). Lider sarmalında vizyon. Ankara: Nobel Yayınları
Erdoğan, İ. (2014). Eğitim ve okul yönetimi. İstanbul: Alfa Yayınları
Faulkenberry, T.M. (1996). A comparison of teachers’ perceptions of key ınstructional leadership behaviors and ınstructional leadership behaviors identified in effective schools’ research. USA: UMI, Bell & Howell Co.
Hamel, G., & Prahalad, C. K. (1989). STT ATEGIC| NTENT. Harvard business review.
Hannah, S. T., & Lester, P. B. (2009). A multilevel approach to building and leading learning organizations. The leadership quarterly, 20(1), 34-48.
Hargreaves, D.H. (1999). The Knowledge-creating school. British Journal of Educational Studies, 47(2), 122-144.
Hasson, H., von Thiele Schwarz, U., Holmstrom, S., Karanika-Murray, M., ve Tafvelin, S. (2016). Improving organizational learning through leadership training. Journal of Workplace Learning, 28(3), 115-129.
Heintel, P. (1995). Vizyon ve öz yapılanma; vizyon yönetimi (V. Karagöz, Çev.). İstanbul: Evrim Yayınevi.
Hoe, S.L. (2007). Shared vision: a development tool for organizational learning. Development and Learning in Organizations: An International Journal, 21(4), 12-13.
İnce, A. (2022). Importance of visionary leadership and educational management. International Journal of Social Science, Innovation and Educational Technologies (Online), 3(11), 146-155.
Kakabades, N., Kakabadse, A., & Lee-Devis, L. (2005). Visioning the pathway: A leadership process model. European Management Journal, 23(2), 237-246.
Karwan, D. H., Hariri, H., ve Ridwan, R. (2021). Visionary Leadership: What, Why, and How. Proceedings of the 2nd International Conference on Progressive Education, ICOPE 2020, 16-17 October, Universitas Lampung, Bandar Lampung, Indonesia
Kılınç, T, D. (2013). Sınıf öğretmenlerinin okul yöneticilerinin dönüşümcü ve etkileşimci liderlik stilleri ve kendi örgütsel bağlılıklarını algılamaları ile okul yöneticilerinin sınıf öğretmenlerinin örgütsel bağlılıklarını algılamaları arasındaki ilişki (Mersin ili Tarsus ilçesi örneği). Yüksek lisans tezi, Çağ Üniversitesi, Mersin.
Koestenbaum, P. (1998). Ölüme yanıt var mı?. İstanbul: Mavi Okyanus Yayıncılık.
Kurniadi, R., Lian, B., & Wahidy, A. (2020). Visionary leadership and organizational culture on teacher’s performance. Journal of Social Work and Science Education, 1(3), 249-256.
Latham, J. R. (1995). Visioning: The concept, trilogy, and process. Quality Progress, 28(4), 65-70.
Lemire, M. (1995). Fondements du leadership visionnaire pour une organisation scolaire (Doctoral dissertation, Université du Québec à Trois-Rivières) .depot- e.uqtr.ca/id/eprint/5134/1/000623616.pdf
Lin, Z., & Filieri, R. (2015). Airline passengers’ continuance intention towards online chechk-in services: The role of personal innovativeness abd subjective knowledge. Transportation Research Part E: Logistics and Transportation Review, 81,158-168.
Lipton, M. (1997). Vizyonun Somutlaştırılması. Executive Excellence, 1(7), 15-16.
Marşap, A. (2009). Yaratıcı liderlik. Ankara: Gazi Kitapevi.
Martinez. O. (2018). Visionary Leadership in The Administrative Staff of The Guapan Educational Unit. Journal of Technology and Science Education JOTSE, 8(2), 115- 125.
Maxwell, J. (2004). İçimizdeki lideri geliştirmek. (Çev: Selim Yeniçeri). İstanbul: Beyaz Yayınları.
Mesko, M., & Roblek, V. (2018). The importance of vision and mission for organizational development and growth. https://www.researchgate.net/publication/333534541
Nanus, B. (1995). Visionary leadership (Vol. 196). John Wiley & Sons.
Piqueras, C. (2014). 6 estilos de liderazgo. Goleman. España: Excélitas S.L. Available at: https://www.cesarpiqueras.com/6-estilos-de-liderazgo-goleman/
Plane, J.M. (2015). Théorie du Leadership (pp.1-3). Paris:Dunod.
Prihatin, E. (2011). Educational Administration Theory. Bandung: Alfabeta
Quigley, J. V. (1998). Vizyon: Oluşturulması, geliştirilmesi ve korunması. Yeni Çizgi Yayınları.
Quigley, J.V. (1998). Vizyon oluşturulması, geliştirilmesi ve korunması, (Çev: B.Çelik), İstanbul: Epsilon Yayıncılık
Rohiat, D., & Pd, M. (2008). Kecerdasan emosional kepemimpinan kepala sekolah. Bandung: Refika Aditama.
Saher, A., & Ayub, U. (2020). Visionary leadership and organizational change: Mediating role of trust in the leader. Paradigms, 14(2), 8-18.
Shanti, C. M., Gunawan, I., & Sobri, A. Y. (2020). Relationship of school visionary leadership and organizational climate with teacher performance. In 1st International Conference on Information Technology and Education (ICITE 2020) (pp. 624-629). Atlantis Press.
Stoner-Zemel, M. J. (1988). Visionary leadership, management, and high performing work units: An analysis of workers’ perceptions (Doctoral dissertation). Retrieved from ProQuest Dissertation & Theses: Full Text (NR8823744).
Ubaidillah, M., Christiana, R., & Sahrandi, A. (2019). The visionary leadership strategy in advancing educational institutions. Erudio Journal of Educational Innovation, 6(2), 206-215.
Voon, M.L., Lo, M.C., Ngui, K., ve Ayob, N.B. (2011). The İnfluence Of Leadership Styles on Employees’ Job Satisfaction in Public Sector Organizations in Malaysia. International Journal of Business, Management and Social Sciences, 2(1), 24-32.
Zaccaro, S. J., & Banks, D. (2004). Leader visioning and adaptability: Bridging the gap between research and practice on developing the ability to manage change. Human Resource Management, 43(4), 367-380.
İndir
Yayın Tarihi
Nasıl Atıf Yapılır
Sayı
Bölüm
Lisans
Telif Hakkı (c) 2023 Usbilim Sosyal Bilimler Dergisi
Bu çalışma Creative Commons Attribution 4.0 International License ile lisanslanmıştır.
