**2. Methodology**

that is based on mutual encouragement and those who support the leader are raised to leadership position, and in which leaders are turned into moral tools [18]. Real transformative leaders are expected to facilitate in the development of ethical ideas and implementations. These implementations should be set clearly and are continuously emphasized as well as helping to establish an organizational culture that covers all the ethical standards acknowledged by all members. Leaders are interested only in good things that will be done within their groups and cause changes in the thoughts and emotions of those that belong to them about themselves. It is concluded that leaders become real transformative leaders when they help to notice what is right, good and important; when they meet the needs of those following them; when they improve the ethical maturity of those who belong to them and when they reach the point where they can give up on their own wishes for the sake of others in

It is needed to highlight the reflections of the new generation on the management, communication and educational fields in order to evaluate the place and importance of the new generation in the best way. Transformative leaders are needed in order to increase the collaboration potential of the new generation. The awareness level of the new generation is important in establishing the mutual spirit and structure; resolving interpersonal conflicts in organizations, and reinforcing intergenerational communication [19]. Additionally, with the current generation establishing the foundation for future generation via integration of the digital world, it will shed a light for growing human power for future. Thus, it is inevitable to re-improve the pedagogy that will be presented to this new generation who is pragmatic and product-oriented and adapting the teaching-learning understanding to the new human profile of the digital age [20]. Transformative leadership understanding would reinforce establishment of school culture; creating intercultural interaction and collaboration; betterment of management processes; implementing active participation based decision making processes as well as development of climate and culture in institutions and organizations [21]. Hence, the productivity will lead to

The time has come to manage processes and relationship with the influence of 21st century skills and digital age. Since teachers and administrators use technology intensively as education is digitalized, it is not possible for administrators to remain remote from these developments or maintain traditional education management styles. Administrators and teachers should quickly integrate technology into their management processes as 21st century communication tools rapidly develop and distribute information. The way to do this is to keep up

In addition, Involving employees in implementing sustainable work policies; establishing mutual interaction; being technology-oriented; social responsibility understanding; collaboration; openness and quality are listed as the fundamental criteria [23, 24]. In today's world, starting work with more knowledge has brought the need to use information at the right place, and gave rise to the issue of filtering information and how it is shaped for

Networking has occupied an important place at this point. This research paper has a significant value to give framework on how information technology affects leadership and its

their group [18].

60 Open and Equal Access for Learning in School Management

gaining of quality.

with the digital age [22].

learning.

#### **2.1. Research design**

The conducted research benefitted from the interview technique as one of the techniques for qualitative research. It is possible to classify the interview technique into three categories as: structured, semi-structured or unstructured interviews. In semi-structured interviews, questions and pre-set and data is tried to be collected via these pre-set questions [25]. This technique is neither as strict as structured interviews nor as flexible as unstructured interviews; it is situated between two poles. The semi-structured interview is preferred as it provides a degree of flexibility for the researcher.

#### **2.2. Research group**

Purposeful sampling was followed in this research and snowball sampling was used to determine the sample of the research [26]. Majority of the data could be collected from school directors and teachers in this sample so it is believed that the chosen sample fits the aim of the research [27]. 10 school directors and 50 teachers, a total of 60 participants, joined this research from the schools in rural areas participating in Cyprus. The statuses of the participants are presented in **Table 1**.


as the key list in reviewing and organizing the data. Later, the coding key and interview transcriptions were read by the researchers separately and organized after discussing the issues of "agreement" or "disagreement." The reliability formulae suggested by Miles & Huberman was used for reliability calculation of the research and it was calculated as 89%. The research is considered as reliable if the reliability calculations are above 70% [28]. The result gained here was accepted as reliable for this study. Among the coding done by the researchers, those with similarities were taken as the basis to find the themes. The themes were organized diagrammatically as related nodes within NVIVO, with full definitions being written for each, to ensure consistency of coding. The thematic analysis will be continued until saturation is reached; the final themes identified forming the results of the study. For the above transactions are the "QSR Nvivo 8" was used for data analysis and modeling. NVIVO is a computer program for qualitative data analysis that allows one to import and code textual data, edit the text; retrieve, review and recode coded data; search for combinations of words in the text or patterns in the coding; and import from or export data to other

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At this stage, the codes determined at the previous stage are brought together under certain categories and themes were formed. For example, the code of education council decision making and the code of conduction jobs at the sub-committees of education council were brought together under the theme of education council decisions and similarities between codes were tried to be found and same procedure was followed by all thematic coding processes. In this research, a total of four dimensions were formed with the aim of exploring transformative leadership and e-leadership statuses of rural area school directors from the perspective of school directors and teachers: transformative leadership status of school directors; intergenerational collaboration status of school director within the scope of transformative leadership; status of the new generation in establishing organizational culture; and contribution of the effective use of technology by school directors on

The specified themes: determining the Status of directors' transformational leadership, cooperation status of school directors, the status of the new generation in establishing organizational culture, the contribution of effective use of technology by school directors to inter-

At this stage, the views of the participants were explained in a way that would be understood by the reader and the views were presented to the reader from the first-hand. Footnote was used to determine which participant the interview notes belong to and interview notes are given in quotation marks. Then, the participants to whom the notes belong to were given in

brackets. The coding system is given in the following example explanations:

platforms [29].

**2.6. Finding themes**

intergenerational collaboration.

**2.7. Organizing data based on themes and interpreting**

D: School Director, AD: Assistant Director, T: Teacher.

generational cooperation.

*Example*-1: "..............." (D (1)).

**Table 1.** The statuses of the participants.

#### **2.3. Data collection process**

The research data has been collected through interviews in participants' offices between February 15th and March 30th 2016, when they were available. The researcher conducted face-to-face interviews that lasted for approximately 45 minutes each with school directors and teachers in order to investigate the statuses of rural area school directors and teachers on transformative leadership and e-leadership. The interviews were conducted in a relaxing and comfortable atmosphere in order to be able to collect rich data from the participating school directors and teachers.

#### **2.4. Data collection tool**

Interview questions that would fully explore the perceptions of school directors and teacher about the about the transformative leadership and e-leadership statuses of rural area school directors and teachers were prepared for the interview form used to collect data from the participants. In order to ensure the internal validity of the interview form, it was given to three experts for review and as a result, the form was finalized after some questions were omitted or merged due to similar content, and after the clarity of some questions were improved. Two school directors and three teachers were chosen to conduct the pilot study. This ensured the clarity and openness of the questions and whether the answers reflect the possible answers of the questions. With this aim, the recorded audio files were turned into written form on the interview transcription form on the computer. Then, two other experts were asked to review these transcripts in terms of openness and clarity of the questions, whether they cover the research area or not, and possibility of providing the needed answers. The two experts were found to be in agreement for 92%. At the end of this, the item validity of the questions was determined. Data collection process was started after ensuring that interview questions provide the needed responses. The data was solved through content analysis in this research. The data was analyzed through four steps in content analysis.

#### **2.5. Coding of the data**

The CDs recorded during the interviews were resolved and each line was numbered, then, transcribed. The in review transcription and CDs were given to an expert from the field and asked to check whether there are any wrong or missing parts. Upon completing the transcriptions, the data collected from the participants were reviewed to divide them into meaningful parts and these parts that form meaning chunks within themselves were named and coded. A list of codes was prepared after finishing coding of all data and this list functioned as the key list in reviewing and organizing the data. Later, the coding key and interview transcriptions were read by the researchers separately and organized after discussing the issues of "agreement" or "disagreement." The reliability formulae suggested by Miles & Huberman was used for reliability calculation of the research and it was calculated as 89%. The research is considered as reliable if the reliability calculations are above 70% [28]. The result gained here was accepted as reliable for this study. Among the coding done by the researchers, those with similarities were taken as the basis to find the themes. The themes were organized diagrammatically as related nodes within NVIVO, with full definitions being written for each, to ensure consistency of coding. The thematic analysis will be continued until saturation is reached; the final themes identified forming the results of the study. For the above transactions are the "QSR Nvivo 8" was used for data analysis and modeling. NVIVO is a computer program for qualitative data analysis that allows one to import and code textual data, edit the text; retrieve, review and recode coded data; search for combinations of words in the text or patterns in the coding; and import from or export data to other platforms [29].

#### **2.6. Finding themes**

**2.3. Data collection process**

**Table 1.** The statuses of the participants.

62 Open and Equal Access for Learning in School Management

directors and teachers.

**2.4. Data collection tool**

**2.5. Coding of the data**

data was analyzed through four steps in content analysis.

The research data has been collected through interviews in participants' offices between February 15th and March 30th 2016, when they were available. The researcher conducted face-to-face interviews that lasted for approximately 45 minutes each with school directors and teachers in order to investigate the statuses of rural area school directors and teachers on transformative leadership and e-leadership. The interviews were conducted in a relaxing and comfortable atmosphere in order to be able to collect rich data from the participating school

Interview questions that would fully explore the perceptions of school directors and teacher about the about the transformative leadership and e-leadership statuses of rural area school directors and teachers were prepared for the interview form used to collect data from the participants. In order to ensure the internal validity of the interview form, it was given to three experts for review and as a result, the form was finalized after some questions were omitted or merged due to similar content, and after the clarity of some questions were improved. Two school directors and three teachers were chosen to conduct the pilot study. This ensured the clarity and openness of the questions and whether the answers reflect the possible answers of the questions. With this aim, the recorded audio files were turned into written form on the interview transcription form on the computer. Then, two other experts were asked to review these transcripts in terms of openness and clarity of the questions, whether they cover the research area or not, and possibility of providing the needed answers. The two experts were found to be in agreement for 92%. At the end of this, the item validity of the questions was determined. Data collection process was started after ensuring that interview questions provide the needed responses. The data was solved through content analysis in this research. The

The CDs recorded during the interviews were resolved and each line was numbered, then, transcribed. The in review transcription and CDs were given to an expert from the field and asked to check whether there are any wrong or missing parts. Upon completing the transcriptions, the data collected from the participants were reviewed to divide them into meaningful parts and these parts that form meaning chunks within themselves were named and coded. A list of codes was prepared after finishing coding of all data and this list functioned At this stage, the codes determined at the previous stage are brought together under certain categories and themes were formed. For example, the code of education council decision making and the code of conduction jobs at the sub-committees of education council were brought together under the theme of education council decisions and similarities between codes were tried to be found and same procedure was followed by all thematic coding processes. In this research, a total of four dimensions were formed with the aim of exploring transformative leadership and e-leadership statuses of rural area school directors from the perspective of school directors and teachers: transformative leadership status of school directors; intergenerational collaboration status of school director within the scope of transformative leadership; status of the new generation in establishing organizational culture; and contribution of the effective use of technology by school directors on intergenerational collaboration.

The specified themes: determining the Status of directors' transformational leadership, cooperation status of school directors, the status of the new generation in establishing organizational culture, the contribution of effective use of technology by school directors to intergenerational cooperation.

#### **2.7. Organizing data based on themes and interpreting**

At this stage, the views of the participants were explained in a way that would be understood by the reader and the views were presented to the reader from the first-hand. Footnote was used to determine which participant the interview notes belong to and interview notes are given in quotation marks. Then, the participants to whom the notes belong to were given in brackets. The coding system is given in the following example explanations:

*Example*-1: "..............." (D (1)).

D: School Director, AD: Assistant Director, T: Teacher.

Interpretation of the data that was defined and presented in detail by the researcher and explanation of certain findings were done at this last stage. The collected data has been interpreted through the steps required by qualitative research and some conclusions were drawn, the importance of findings were supported by relevant literature.

transformational leadership criteria. Within this theme, a teacher stated that: "Our school director does not take any responsibility in case of failure after any decision and always blame others (T (9))." In regards to the theme of taking risks in restructuring the system, 60% of the school directors and 24% of the teachers expressed their views. It can be said that there are differences in the views of teachers and school directors within this theme. It can be understood that the reason for this difference can be school directors not taking sufficient risks in restructuring the system. Within the scope of this theme, a school director stated the following: "We want to renew the system in school according to the needs but we cannot take any risks because of the rules and regulations." For the theme of experiencing problems in providing renewal and transformation of the system due to supervision and regulations during the process of radical decision-making, it can be seen that there are no differences between the views of the teachers and school directors. In regards to this theme, a school director stated: "We make strong decisions, however; we remain incomplete in renewing and transforming the system due to inspectors and regulations coming from the Ministry (D (4))". With the theme of decrease in transformational leadership of the rural area director due to the lack of opportunities, it can be said that teachers and school directors are in agreement based on the percentages. In regards to this theme, of the teacher participants stated the following: "We are far from the cities, thus, I can say that the opportunities and facilities here are less than the cities. Hence, our school directors showing transformational leadership can be said to be none (T (9))".

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**3.2. Dimension: intergenerational cooperation status of school directors as part of** 

The second dimension of the research was formed within the scope of determining the intergenerational cooperation status of school directors as part of transformational leadership. The views of participants have been determined by the percentages and themes given in **Table 3**

In relation to the intergenerational cooperation status of school directors as part of transformational leadership, 30% of the school directors and 48% of the teachers expressed their views

**Table 3.** Dimension: Intergenerational cooperation status of school directors as part of transformational leadership.

**transformational leadership**

and examples from views are provided.
