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The aim of this research was to investigate the relationship between the transformational and transactional leadership styles of principals and organizational culture according to teachers' perceptions. In the research, relational survey model was used.

ÖzetÖrgütlerin iç ve dış çevrelerinde yaşanan hızlı gelişmeler, daha etkin ve etkili liderlik tarzlarının organizasyonlarda uygulanmasını zorunlu kılmıştır. Dönüşümcü ve işlemci liderlik stillerinin, örgütlerin yapılarına, kültürlerine ve başarılarına ayrı ayrı etkileri bulunmaktadır. Bu durum, eğitim örgütleri için de aynıdır. İşlemci liderler, örgütün önceden gelen işleyiş sistemine pek müdahale etmezken; dönüşümcü liderler, bilimsel veriler ve teknolojik gelişmeler ışığında örgütün değişim ve dönüşümünü sağlarlar. Dö-nüşümcü liderlik; okullardaki başarının ve kaliteli eğitim ve öğretimin temel belirleyicilerinden biridir. Dönüşümcü okul müdürleri; öğretmenler başta olmak üzere okuldaki tüm çalışanlarla birlik ve beraberlik içinde hareket eder, okulun hedeflerinin gerçekleş-tirilmesi konusunda vizyoner ve karizmatik kişilikleriyle öğretmenlere rol-model olur; teknolojiyi ve bilimsel gelişmeleri takip ederek okullarını bu veriler çerçevesinde değişti-rir ve geliştirir. Bu tespitlerden hareketle, makalenin temel amacı; dönüşümcü ve işlemci liderliğin genel bir kavramsal çerçevesini sunmak; yapıları ve alt boyutları hakkında bilgi vermek; kişisel ve örgütsel açıdan etkilerini belirtmek; eğitim örgütleri açısından bazı çıkarımlarda ve önerilerde bulunmaktır.Anahtar Kelimeler: Dönüşümcü liderlik, işlemci liderlik, eğitim örgütleri, örgüt kültürü. Transformational and Transactional Leadership Styles: Conceptual Framework and Their Effects on Educational OrganizationsAbstract Rapid developments in internal and external environments of organizations oblige implementation of more active and effective leadership styles in organizations. There are seperately effects of transformational and transactional leadership styles to the organization structures, cultures and successes. That situation is same for educational organizations too. While transactional leaders do not interfere to the organization's foregoer running system much, transformational leaders provide the organization's change and transfor-

The purpose of this study is to examine the relationship between teachers' psychological needs and perceived stress levels. First of all, the differentiation status of teachers' psychological needs and perceived stress levels in terms of gender, type of institution and type of the school variables was examined. Then, the psychological need's level of predicting the perceived stress was tested. This research was carried out by descriptive survey design. For this purpose, Personal Information Form, Perceived stress level scale and Psychological needs scale were applied to 498 primary school teachers (317 female 63.7% and 181 male 36.3%). T test, F test and multiple linear regression analysis were applied in addition to descriptive statistics in the analysis of data. According to the results obtained from the research, it was found that the dominance needs of teachers working in private schools were significantly higher than the teachers working in public schools. It was determined that the psychological needs of teachers do not vary by gender, but the perceived stress levels of female teachers were significantly higher than male teachers. Besides, it was concluded that primary school teachers' need for relationship and secondary school teachers' need for autonomy were significantly higher compared to teachers working in other institutions. It was also determined that the needs for success, autonomy and dominance from among psychological needs significantly predicted the perceived stress. The results obtained from the research were interpreted and suggestions for further research were put forward.