Abstract


THE ROLE OF SCHOOL ADMINISTRATORS’ DELEGATION LEVELS OF AUTHORITY ON TEACHERS’ BEHAVIORS OF WORK ENGAGEMENT

The aim of the study is to reveal the relationship between teachers' perceptions regarding school administrators' delegation levels of authority and teachers’ engagement behaviors. The population of this study, which was carried out in the correlational survey model, consists of the teachers working in formal elementary, middle and imam hatip middle schools in the central district of Rize and its other districts in the 2020-2021 academic year. The simple random sampling method was used in order to sample, and 417 teachers were included in the research group. Therefore, the sample group consists of 401 teachers. In this study, data were collected through “School Participant Empowerment Scale” and “Utrecht Work Engagement Scale”. “School Participant Empowerment Scale” which includes 29 items and 6 dimensions was adapted to Turkish and revised the items by Gavuz (2008). “Utrecht Work Engagement Scale” which includes 17 items and 2 dimensions was adapted to Turkish by Köse (2015). The demographic characteristics of the participants were gathered through the "Personal and Professional Information Form" prepared by the researcher. A correlation analysis was conducted to reveal the relationship between teachers' perceptions regarding school administrators' level of delegation of authority and teachers' levels of work engagement. In addition, a simple linear regression analysis was conducted to understand the role of the perception levels of delegation of authority on work engagement. The results show that teachers' perceptions regarding school administrators' delegation levels of authority were at a good level, and teachers' perceptions of work engagement were at a high level for the dimension of workview and low for the dimension of continuance for work. While a moderate-level, positive and significant correlation was found between the delegation of authority and the dimension of workview, there was a moderate-level, negative and significant correlation between the delegation of authority and the dimension of continuance for work. When the relationship between the dimensions of both scales are examined, it was figured out significant relationship. Regression analysis indicates that the delegation of authority is a significant predictor of work engagement by explaining 40% of the variance of the dimension of workview and 24% of the variance of the dimension of the continuance for work.



Keywords

Delegation of authority, work engagement, elementary school, middle school, teachers.


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