Beden Eğitimi Öğretmenlerinin Öz Liderlik Algıları ile İş Performansları Arasındaki İlişki
The Relationship Between Physical Education Teachers Self-Leadership Perceptions and Job Performance

Summary/Abstract: The aim of this study is to examine the relationship between physical education teachers’ self-leadership perceptions and their individual job performance. For this purpose, the “Self-Leadership Scale” was used to assess the participants' self-leadership perceptions, and the “Individual Work Performance Scale” was used to measure their job performance. The study included 324 teachers, consisting of 217 men and 107 women. According to the research findings, there were no statistically significant differences in most sub-dimensions of the self-leadership scale based on gender, marital status, age, administrative duty, or professional experience. However, significant differences were observed in several sub-dimensions based on whether participants actively engaged in sports. The results showed that the sub-dimensions of “Visualizing Successful Performance through Goal Setting” (β=.202, p=.01), “Evaluating Thoughts and Ideas” (β=.219, p=.00), and “Self-Observation” (β=.152, p=.04) significantly predicted job performance. According to the regression analysis, the self-leadership sub-dimensions explained 37.3% of the variance in individual job performance (R²=.373). It is recommended that a motivating culture be established to encourage teachers to adopt self-leadership strategies such as selfrewarding and to promote positive behaviors.

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