Liderança visionária e gestão de crises na educação: a perspectiva de professores do ensino médio

Sermin Agrali Ermis; Ebru Dereceli; Turhan Toros; Emre Serin; Tayfun Kara; Meliha Uzun

doi:10.22633/rpge.v29iesp1.20457

Authors

Sermin Agrali Ermis Universidade Aydin Adnan Menderes https://orcid.org/0000-0002-9653-233X
Ebru Dereceli Universidade Aydin Adnan Menderes https://orcid.org/0000-0002-7021-1001
Turhan Toros Universidade de Mersin https://orcid.org/0000-0002-8328-2925
Emre Serin Universidade de Mersin https://orcid.org/0000-0001-9596-2912
Tayfun Kara Universidade Kahramanmaraş Sütçü İmam https://orcid.org/0000-0001-9987-2930
Meliha Uzun Universidade de Sirnak https://orcid.org/0000-0002-1691-3504

DOI:

https://doi.org/10.22633/rpge.v29iesp1.20457

Keywords:

Leader, Visionary Leadership, Crisis Management, Crisis Leadership.Teacher

Abstract

This study examines the visionary leadership and crisis management skills of teachers, key figures in students’ lives, across three groups: Verbal (Turkish, Social Studies, Foreign Languages), Numerical (Mathematics, Science), and Social (Physical Education, Music, Art). The aim was to assess their levels of visionary leadership and crisis management, analyze the relationship between them, and identify differences based on specific variables. Using a survey model, data were collected from 303 teachers (151 male, 152 female) selected through stratified sampling. The participants’ average age and years of service were homogeneously distributed. Two instruments were applied: the Visionary Leadership Scale (Sashkin, 1996; adapted by Tanrıbil, 2015) and the Crisis Management Scale (Çalışkan, 2020). Data analysis involved Kolmogorov-Smirnov, t-test, two-way ANOVA, and Pearson correlation tests. Results showed low levels of visionary leadership and crisis management. However, a strong, positive correlation was found between these two competencies, indicating mutual influence.

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Author Biographies

Sermin Agrali Ermis, Universidade Aydin Adnan Menderes

Faculdade de Ciências do Esporte, Universidade Aydin Adnan Menderes, Aydin, Turquia.

Ebru Dereceli, Universidade Aydin Adnan Menderes

Faculdade de Ciências do Esporte, Universidade Aydin Adnan Menderes, Aydin, Turquia

Turhan Toros, Universidade de Mersin

Faculdade de Ciências do Esporte, Universidade de Mersin, Mersin, Turquia.

Emre Serin, Universidade de Mersin

Faculdade de Ciências do Esporte, Universidade de Mersin, Mersin, Turquia.

Tayfun Kara, Universidade Kahramanmaraş Sütçü İmam

Faculdade de Ciências do Esporte, Universidade Kahramanmaraş Sütçü İmam, Kahramanmaraş, Turquia.

Meliha Uzun, Universidade de Sirnak

Escola de Educação Física e Esportes, Universidade de Sirnak, Sirnak, Turquia.

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