Version 1
: Received: 9 July 2024 / Approved: 10 July 2024 / Online: 11 July 2024 (08:23:04 CEST)
How to cite:
Çekiç, Ö.; Çınkır, Ş. Teachers’ and Administrators’ Perspectives on School Princi-pals’ Self-Regulation Skills and Decision-Making Styles: A Mixed-Methods Study. Preprints2024, 2024070893. https://doi.org/10.20944/preprints202407.0893.v1
Çekiç, Ö.; Çınkır, Ş. Teachers’ and Administrators’ Perspectives on School Princi-pals’ Self-Regulation Skills and Decision-Making Styles: A Mixed-Methods Study. Preprints 2024, 2024070893. https://doi.org/10.20944/preprints202407.0893.v1
Çekiç, Ö.; Çınkır, Ş. Teachers’ and Administrators’ Perspectives on School Princi-pals’ Self-Regulation Skills and Decision-Making Styles: A Mixed-Methods Study. Preprints2024, 2024070893. https://doi.org/10.20944/preprints202407.0893.v1
APA Style
Çekiç, Ö., & Çınkır, Ş. (2024). Teachers’ and Administrators’ Perspectives on School Princi-pals’ Self-Regulation Skills and Decision-Making Styles: A Mixed-Methods Study. Preprints. https://doi.org/10.20944/preprints202407.0893.v1
Chicago/Turabian Style
Çekiç, Ö. and Şakir Çınkır. 2024 "Teachers’ and Administrators’ Perspectives on School Princi-pals’ Self-Regulation Skills and Decision-Making Styles: A Mixed-Methods Study" Preprints. https://doi.org/10.20944/preprints202407.0893.v1
Abstract
This study explores the impact of self-regulation skills on the decision-making styles of school administrators in public primary schools. There is a noticeable gap in the literature regarding how self-regulation components—foresight, will control, and self-reflection—affect the deci-sion-making processes of school leaders. A mixed-methods approach was used, integrating quantitative data from the "Self-Regulation Skills Scale for School Administrators" and the "Deci-sion-Making Styles Scale" with qualitative data from semi-structured interviews with adminis-trators and teachers. The findings reveal that administrators with strong self-regulation skills predominantly use rational and intuitive decision-making styles. This correlation leads to more effective management and improved educational outcomes. The study underscores the im-portance of professional development programs aimed at enhancing self-regulation abilities among school administrators. Such improvements in self-regulation can lead to better deci-sion-making processes, ultimately benefiting student performance and overall school success.
Keywords
Self-regulation; decision-making styles; educational leadership; school administrators; public primary schools
Subject
Social Sciences, Education
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
