Shared leadership and employee empowerment develop positive feelings in employees towards the organization, the work they do and themselves. These positive emotions create confidence for employees to try new methods and techniques in their work. Employees who approach their work with an innovative mindset will be more beneficial to their organizations and increase their own satisfaction. In this study, the shared leadership, employee empowerment and innovativeness levels of schools, the relationship of these variables with each other and the predictive status were examined according to the perceptions of the teachers. This study is a research in relational survey model. The data of the research were collected in the province of Malatya in November during 2019-2020 academic year. The data were collected through "Shared Leadership", "Employee Empowerment" and "Innovativeness" scales. Correlation analysis and structural equation modeling were used to analyze the data. According to the results of the research, the levels of shared leadership, employee empowerment and innovativeness in primary schools are “partially high”. There is a positive, significant and moderate relationship between the school's shared leadership and employee empowerment and teachers' innovativeness. In addition, shared leadership and employee empowerment predict teachers' innovativeness. For this reason, it is considered important to create a school environment where leadership is shared in order to increase the innovativeness of teachers and to support teachers and include them in decision-making processes in order to empower them.

Shared leadership enables employees to develop positive feelings for their organizations and themselves. Especially, their devotional feelings and behaviours towards their organizations increase with the sharing of leadership. In this study, the shared leadership of the school and the organizational commitment levels of the teachers, their relationship with each other and the predictive status were examined. This study is a research within relational survey model. The data of the research were collected from 512 teachers in primary and secondary schools in Malatya districts of Turkey in the 2019-2020 academic year. The data were collected through the Shared Leadership Scale and the Organizational Commitment Scale of Teachers. For the analysis of the data, t-test, ANOVA test, correlation and regression analyzes were performed. According to the results of the research, shared leadership and organizational commitment levels in primary and secondary schools are high. There is a positively significant and moderate correlation between the shared leadership of the school and the organizational commitment of teachers. Shared leadership in primary and secondary schools positively and significantly predicts teachers' organizational commitment. For this reason, in order to increase the organizational commitment of teachers; it is important to create a sharing school life, in order to support teachers for the purposes of the organization and to include them in decision-making processes. According to the results obtained, it is recommended that young teachers with lower organizational commitment be given more duties, powers and responsibilities.

Eğitim örgütleri yüksek düzeyde sosyal etkileşim ve değişim ihtiyacının olduğu kurumlardır. Bu örgütlerinde değişim eğiliminde olan yöneticilerin, rol gereklerini yeniden tanımlamaları ve aktif olmaları söz konusudur. Dolayısıyla bu durum yöneticilerin, inisiyatif almalarını gerekli kılmaktadır. Ayrıca örgütsel etkililik üzerinde rolü bulunan inisiyatif almanın, eğitim yönetimi alanında çalışılması; okul yöneticilerinin, rol gereklerinin ötesindeki katkılarını ve çabalarını saptamak açısından önemli görülmektedir. Okul yöneticilerinin değişim eğilimleri ile kişisel inisiyatif almalarının, tek bir çalışmada ve okul yöneticilerinin görüşlerine başvurularak birlikte ele alınmasına; eğitim örgütlerinde, yönetim ve örgütsel davranış alanındaki bu eksikliğin doldurulması bakımından da ihtiyaç duyulmaktadır. Bu araştırmada; müdürlerin görüşlerine göre, kendilerindeki değişim eğilimleri ile kişisel inisiyatif alma düzeyleri arasındaki ilişkinin incelenmesi amaçlanmaktadır. Araştırma, korelasyonel model ile desenlenmiştir. Araştırmanın verileri, 2021-2022 eğitim yılında Malatya’daki kamu okullarının yöneticilerinden toplanmıştır. Veriler, “Okul Müdürleri İçin Değişim Eğilimleri Ölçeği” ve “Okul Müdürlerinde Kişisel İnisiyatif Ölçeği” ile toplanmıştır. Verilerin öncelikle aritmetik ortalamaları alınmış, sonra korelasyon analizi ve son olarak da regresyon analizi yapılmıştır. Araştırmanın sonucunda, eğitim örgütlerinde yöneticilerin değişim eğilimleri ve kişisel inisiyatif alma düzeyleri “genellikle yüksek” bulunmuştur. Yöneticilerin değişim eğilimleri ile kişisel inisiyatif alma düzeyleri arasında pozitif yönde, orta düzeyde anlamlı ilişki olduğu sonucuna ulaşılmıştır. Ayrıca yöneticilerin değişim eğilimlerinin yine kendi kişisel inisiyatif almalarını yordadığı ortaya çıkmıştır. Bu sonuçlara göre, değişimin ortaya çıkması için gerekli olan yöneticilerin inisiyatif almalarının önündeki engellerin kaldırılması önerilmektedir.

The purpose of this study was to measure shared leadership and positive psychological capital levels of teachers at schools and to examine the relationship between these two variables. Descriptive survey and relational research models were used in the study. The sample group of the study was comprised of 550 teachers working at primary and secondary schools at the Battalgazi and Yeşilyurt central districts of the province of Turkey during the 2017-2018 academic year. The data were acquired via Shared Leadership Scale and Positive Psychological Capital. Descriptive statistics were calculated during the data analysis stage, correlation analysis and regression analysis were used. According to the results of the study, there is a correlation between shared leadership and the positive psychological capitals of teachers at primary and secondary schools. Shared leadership at primary and secondary schools predict the positive psychological capitals of teachers and all its sub-dimensions in a statistically significant manner. It was observed as a result of the study that shared leadership and positive psychological capitals of teachers are at a high level in primary and secondary schools. It was observed that shared leadership at schools increases the positive perspectives of teachers, their expertise, sense of trust, social characteristics, their resolve to struggle against difficulties and their hope for the future. It was observed that creating a school environment based on sharing, supporting the efforts of teachers, including them in decision making processes, ensuring that they effectively contribute to all development and change efforts in the school or the solution stages of a problem as well as working in cooperation to reach the goals of the school are important so that teachers as one of the most important elements of education develop a positive psychology.

Situations that are changing over time force organizations to change just as they force individuals. Transformational leaders are needed for the changes to be made in organizations in a time and in a required way. Transformational leaders provide the change needed by organizations while having various effects on the employees. This study aims to examine the effect of transformational leadership on teachers' job satisfaction and innovative behavior. The research is a study based on a correlational survey model. The data of the research were collected in official elementary schools in the province of Malatya in 2020-2021 academic year. Correlation analysis and structural equation modelling were used to analyze the data. According to the results of the study, there is a positive, significant and moderate relationship between the principal's transformational leadership and teachers' job satisfaction and innovative behavior. Moreover, transformational leadership predicts teachers' job satisfaction and innovative behavior.

Within organizations in which leadership is shared with staff, staffs tend to develop positive feelings against both themselves and their organizations. At this study it is aimed at analyzing the level of shared leadership of the schools in terms of the teachers’ perception; measurement of job satisfaction and organizational trust levels of the teachers; and settling the relationship among these variables. Additionally, it has been also tried to determine that whether shared leadership level at primary schools can predict job satisfaction and organizational trust of the teachers. The study is a research designed as relational survey method. Data of the research have been gathered from 476 teachers working at the primary schools during 2019-2020 Academic year in Central Malatya. Data have been gathered through Shared Leadership Scale, Job Satisfaction Scale and Organizational Trust Scale. For the analysis of the data, t-test, ANOVA test, correlation and regression analysis have been made. In compliance with the results of the research, levels of shared leadership, job satisfaction and organizational trust at primary schools are high. Shared leadership at primary school predicts job satisfaction and organizational trust of the teachers in a positive and significant manner. Article visualizations: