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Abstract


THE RELATIONSHIP BETWEEN SCHOOL PRINCIPALS 'INCLUSIVE LEADERSHIP BEHAVIORS AND TEACHERS' MOTIVATION LEVELS

The purpose of this service is to examine the relationship between school principals 'inclusive leadership behaviors and teachers' motivation. In this type of 2020-2021 education-training, 2045 teachers are teachers working in the district of Diyarbakır, Kayapınar. The sample of the research is 371 teachers with simple random sampling method. In the study, "Inclusiveness Leadership Scale" was used to measure the perceptions of the participants 'inclusiveness leadership, and the "Motivation Scale" was used to measure teachers' motivation. Descriptive statistics and correlation analysis were used in the analysis of the data. As a result, it was observed that there was a positive and medium significant relationship between the teachers 'intrinsic, extrinsic and total motivation levels and school administrators' recognition and support, justice, communication and action from the sub-dimensions of inclusive leadership. The period when there is a negative and low level relationship between selfishness and disrespect, which are the sub-dimensions of inclusive leadership, and intrinsic, extrinsic and total motivation. In order to see the results of this research with other scopes, similar studies can be conducted at different educational levels in other regions and provinces supported by both qualitative and quantitative research methods. In this study, only teachers' opinions were asked about the overarching leadership characteristics that a school administrator should have and the motivation levels of teachers. In a similar study other than the teacher; It can also be done for other employees of the school, such as school administrators, parents, and students.



Keywords
Inclusive Leadership, Motivation, Teacher



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