PERCEPTIONS OF SCHOOL MANAGERS REGARDING THE INNOVATIVE BEHAVIOR

Abstract

The perceptions of school administrators' innovative behaviors were investigated in the fall semester of the 2022-2023 academic year of the administrators working as school principals and vice principals in public schools and institutions throughout Denizli. Data were collected by reaching 257 administrators from school administrators using an easily accessible sampling method. It encourages school administrators to contribute to the implementation of new ideas at the highest and highest level of innovative behavior and to support other employees in supporting innovative ideas. The lowest level gives importance to subjects that are not included in the middle level routine workload. While the highest level in the sub-dimensions of innovative behavior of school administrators is high in the application dimension, it is followed by the support dimension at a high level, followed by the research dimension, and the producing dimensions at a moderate level. The overall level of innovative behavior was moderately measured. It has been determined that the innovative behavior levels of school administrators do not differ according to demographic characteristics, age, level of duty, and marital status, but differ according to gender and task. The innovative behavior levels of school administrators were higher in favor of female administrators in research, practice, and general innovative behaviors according to gender, and in favor of those who work as principals in general innovative behaviors with the dimensions of producing, researching, supporting, and implementing according to their duties.