**3. Findings**

The perceptions of school directors and teachers regarding the transformative leadership and e-leadership statuses of rural area school directors are presented below. Method literature states that numerical analysis of qualitative data is suitable to use for the purposes of increasing the reliability of the research, reducing bias, allow comparison between the formed themes and categories. With this aim in mind, the qualitative data has been reduced to percentages and presented in tables. Also, views of participants were tried to be presented for all dimensions.

#### **3.1. Dimension: status of directors' transformational leadership**

The first dimension of the research has been formed in regards to determining the Status of directors' transformational leadership. It was tried to investigate the thoughts regarding this dimension of 60 participants by asking what the transformational leadership statuses of the directors are. The views of participants have been determined by the percentages and themes given in **Table 2** and examples from views are provided.

In regards to the status of directors' transformational leadership, 40% of the school directors and 70% of the teachers have a fear of failure and they do not see themselves as responsible. Difference in perspectives were seen between school directors and teachers. This difference in perspectives can be interpreted as teachers thinking that school directors do not consider themselves as responsible when they fail and cannot exhibit the expected behavior in


**Table 2.** Dimension: Status of directors' transformational leadership.

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))".

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 perceptions of school directors and teachers regarding the transformative leadership and e-leadership statuses of rural area school directors are presented below. Method literature states that numerical analysis of qualitative data is suitable to use for the purposes of increasing the reliability of the research, reducing bias, allow comparison between the formed themes and categories. With this aim in mind, the qualitative data has been reduced to percentages and presented in tables. Also, views of participants were tried to be presented for all

The first dimension of the research has been formed in regards to determining the Status of directors' transformational leadership. It was tried to investigate the thoughts regarding this dimension of 60 participants by asking what the transformational leadership statuses of the directors are. The views of participants have been determined by the percentages and themes

In regards to the status of directors' transformational leadership, 40% of the school directors and 70% of the teachers have a fear of failure and they do not see themselves as responsible. Difference in perspectives were seen between school directors and teachers. This difference in perspectives can be interpreted as teachers thinking that school directors do not consider themselves as responsible when they fail and cannot exhibit the expected behavior in

the importance of findings were supported by relevant literature.

64 Open and Equal Access for Learning in School Management

**3.1. Dimension: status of directors' transformational leadership**

given in **Table 2** and examples from views are provided.

**Table 2.** Dimension: Status of directors' transformational leadership.

**3. Findings**

dimensions.

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

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** and examples from views are provided.

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.

on the need for old teachers and new generation teachers taking responsibilities together. The percentages show that there is a difference between the views of teachers and school directors. It can be understood from this difference that school directors do not give full responsibility in regards to old generation teachers taking responsibility together with new generation teachers. For this theme, a school director stated: "I can easily say that young generation teachers do not show sensitivity towards working together with old generation teachers" (D (9))." For the theme on transferring thought through the values, symbols and rituals of the schools within collaboration between generations in forming school culture (school climate), 50% of school directors and 28% of the teacher expressed their views. It can be said that they are differences between the views of school directors and teachers about this theme. The reason for this difference can be the perception and understanding differences between new generation teachers and old generation teachers on transferring thought through school values, symbols and rituals for establishing school culture (school climate). A school directors said the following about this theme: "We try to reinforce the connection between generations by organizing periodic activities that remind the school values, symbols and rituals (D (7))". It can be understood from the percentages and statements that there are differences between the views of school directors and teachers regarding the theme of organizing games, having breakfast or lunch together to develop collaboration between generations. A teacher said the following about this theme: "School director sometimes organizes a breakfast, lunch or games to mainstream us with old generation teachers and this was done only once and I believe it would be better if it is done more often (T (36))". The percentage rates show that there are differences between the views of teachers and school administrators regarding the theme of self-confidence and self-sufficiency of transformational leadership. About this theme, one of the school directors stated the following: "I am quite confident that I can organize many activities and events at school on my own and I sometimes do it on my own. In reality, I cannot say that I need many people to do things. I can manage most of my duties on my own and I think that I do not need many people (D (4))".

There are differences in the views of teachers and school directors about this theme. We can say that the reason for this difference in views is the need for more collaboration with new generation teachers to increase collaboration with old generation teachers and more courses to be organized in order to reduce the gap between generations. In relation to this theme, a teacher said the following: "Our school rarely gives any courses; when it is provided, old generation teachers never attend and universities do not really provide any support (T (37))." It is understood from the percentages that teachers and school directors have any differences in views regarding the theme of new generation doing more sports and other activities than Internet and computers. In relation to this theme, one school director said the following: "The new generation teachers in our school are always very busy with their cell phones or laptops. I have personally never seen them to engage in any sports or nature walks. I would like to state

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**Table 4.** Dimension: Cooperation status of the new generation in establishing organizational culture.

**3.4. Dimension: the contribution of effective use of technology by school directors** 

The fourth dimension of the research was formed to determine the contribution of effective use of technology by school directors to intergenerational cooperation. The views of participants have been determined by the percentages and themes given in **Table 5** and examples

In regards to the contribution of effective use of technology by school directors to intergenerational cooperation, 20% of the school directors and 66% of the teacher expressed their views on helping old generation get close to technology so reinforcing their relation with the younger generations by collaborating with parent teacher association, MoE, universities and new generation.

that they have a very unhealthy lifestyle (D (8))."

**to intergenerational cooperation**

from views are provided.

#### **3.3. Dimension: cooperation status of the new generation in establishing organizational culture**

The third dimension of the research was formed to determine the status of the new generation in establishing organizational culture. The views of participants have been determined by the percentages and themes given in **Table 4** and examples from views are provided.

In regards to the status of the new generation in establishing organizational culture, 70% of the school directors and 40% of the teachers expressed their views as periodic meetings should be organized to increase the collaboration with old generation teachers. This percentage shows that there are differences of views between teachers and school directors. It is understood from this difference in views that school directors have certain lacks within the theme of the need for giving responsibility together with old generation and new generation teachers and organizing periodic meetings to increase collaboration. In relation to this, one school director expressed his views as follows: "I can easily say that new teachers do not show the necessary sensitivity towards working with old generation teachers (D (9))." In relation to the theme of hosting lecturers from universities for in-service courses to increase the collaboration with old generation teachers, 50% of school directors and 30% of teachers expressed their views.


**Table 4.** Dimension: Cooperation status of the new generation in establishing organizational culture.

on the need for old teachers and new generation teachers taking responsibilities together. The percentages show that there is a difference between the views of teachers and school directors. It can be understood from this difference that school directors do not give full responsibility in regards to old generation teachers taking responsibility together with new generation teachers. For this theme, a school director stated: "I can easily say that young generation teachers do not show sensitivity towards working together with old generation teachers" (D (9))." For the theme on transferring thought through the values, symbols and rituals of the schools within collaboration between generations in forming school culture (school climate), 50% of school directors and 28% of the teacher expressed their views. It can be said that they are differences between the views of school directors and teachers about this theme. The reason for this difference can be the perception and understanding differences between new generation teachers and old generation teachers on transferring thought through school values, symbols and rituals for establishing school culture (school climate). A school directors said the following about this theme: "We try to reinforce the connection between generations by organizing periodic activities that remind the school values, symbols and rituals (D (7))". It can be understood from the percentages and statements that there are differences between the views of school directors and teachers regarding the theme of organizing games, having breakfast or lunch together to develop collaboration between generations. A teacher said the following about this theme: "School director sometimes organizes a breakfast, lunch or games to mainstream us with old generation teachers and this was done only once and I believe it would be better if it is done more often (T (36))". The percentage rates show that there are differences between the views of teachers and school administrators regarding the theme of self-confidence and self-sufficiency of transformational leadership. About this theme, one of the school directors stated the following: "I am quite confident that I can organize many activities and events at school on my own and I sometimes do it on my own. In reality, I cannot say that I need many people to do things. I can manage most of my duties on my own and I think that I do not need many people (D (4))".

66 Open and Equal Access for Learning in School Management

**3.3. Dimension: cooperation status of the new generation in establishing** 

percentages and themes given in **Table 4** and examples from views are provided.

The third dimension of the research was formed to determine the status of the new generation in establishing organizational culture. The views of participants have been determined by the

In regards to the status of the new generation in establishing organizational culture, 70% of the school directors and 40% of the teachers expressed their views as periodic meetings should be organized to increase the collaboration with old generation teachers. This percentage shows that there are differences of views between teachers and school directors. It is understood from this difference in views that school directors have certain lacks within the theme of the need for giving responsibility together with old generation and new generation teachers and organizing periodic meetings to increase collaboration. In relation to this, one school director expressed his views as follows: "I can easily say that new teachers do not show the necessary sensitivity towards working with old generation teachers (D (9))." In relation to the theme of hosting lecturers from universities for in-service courses to increase the collaboration with old generation teachers, 50% of school directors and 30% of teachers expressed their views.

**organizational culture**

There are differences in the views of teachers and school directors about this theme. We can say that the reason for this difference in views is the need for more collaboration with new generation teachers to increase collaboration with old generation teachers and more courses to be organized in order to reduce the gap between generations. In relation to this theme, a teacher said the following: "Our school rarely gives any courses; when it is provided, old generation teachers never attend and universities do not really provide any support (T (37))." It is understood from the percentages that teachers and school directors have any differences in views regarding the theme of new generation doing more sports and other activities than Internet and computers. In relation to this theme, one school director said the following: "The new generation teachers in our school are always very busy with their cell phones or laptops. I have personally never seen them to engage in any sports or nature walks. I would like to state that they have a very unhealthy lifestyle (D (8))."

#### **3.4. Dimension: the contribution of effective use of technology by school directors to intergenerational cooperation**

The fourth dimension of the research was formed to determine the contribution of effective use of technology by school directors to intergenerational cooperation. The views of participants have been determined by the percentages and themes given in **Table 5** and examples from views are provided.

In regards to the contribution of effective use of technology by school directors to intergenerational cooperation, 20% of the school directors and 66% of the teacher expressed their views on helping old generation get close to technology so reinforcing their relation with the younger generations by collaborating with parent teacher association, MoE, universities and new generation.


**4.1. Dimension: status of directors' transformational leadership**

directors through legal regulations.

transferring of school values, symbols and rituals.

**organizational culture**

**4.3. Dimension: cooperation status of the new generation in establishing** 

Participants were asked about their views on the cooperation status of the new generation in establishing organizational culture. 70% of the rural area school directors and 40% of the

**transformational leadership**

Participants were asked to express their views to determine the status of directors' transformational leadership. 40% of rural area school directors and 70% of teachers expressed that they are afraid of failure and they do not consider themselves responsible. Differences in views of the school directors and teacher are seen and this can be interpreted as teachers and school directors do not consider themselves as responsible when they fail and do not exhibit desired qualities of transformational leadership. In this regard, it can be suggested that school directors should acknowledge their failures and take responsibility for them. For taking risks to restructure the system, 60% of school directors and 24% of teachers expressed their views. It can be said that views of teachers differ from the views of school directors within the scope of this theme. It is understood that the reason for this difference is that school directors do not take sufficient risks to restructure the system. Hence, we can suggest that school directors should make more radical decisions and should be encouraged to take risks in order to restructure the system; Ministry of Education should support school directors more to make it possible and easier for them to make radical decisions and take risks; and make way to school

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

Participants were asked to express their views in order to determine the intergenerational cooperation status of school directors as part of transformational leadership. 30% of rural area school directors and 48% of teachers expressed their opinions for old generation teachers taking responsibility together with new generation teachers. This percentage shows that there is a difference in the views on teachers and school directors. Based on this difference, we can say that school directors are not given full responsibility to help old generation teachers taking responsibility together with new generation teachers. In this regard, it can be suggested that school directors be more sensitive while giving more balanced and fair responsibility to old generation and new generation teachers. 50% of school directors and 28% of teachers expressed their views about transferring thoughts through school's values, symbols and rituals as part of intergenerational collaboration for establishing school culture (school climate). Differences in perspectives can be seen regarding this theme. We can say that there is a huge difference in perception and understanding between new generation and old generation teachers regarding the transfer of thoughts through school's values, symbols and rituals as part of intergenerational collaboration for establishing school culture (school climate). Hence, we can suggest the school directors to have a more active role and make radical decisions that would reinforce collaboration between old generation and new generation teachers for

**Table 5.** Dimension: The contribution of efficient use of technology by school directors to intergenerational cooperation.

The percentages indicate the difference in the views of school directors and teachers. This shows that school directors are not able to get old generation teachers closer to technology and hence, they should form good relations with parent-teacher associations, MoE and universities. In relation to this theme, one teacher stated the following: "I can say that our school directors cannot use the technology sufficiently; that new generation teachers are able to collaborate and communicate via technology whereas; old generation teachers cannot communicate or collaborate via technology. Actually, school directors should cooperate with parent-teacher associations, MoE and universities to use technology and make old generation teachers closer to new generation teachers. This will also help school directors to improve their transformational leadership skills (T (16))." In relation to the theme of increasing collaboration and intergenerational problems by video recording the organized events and sharing them on social networking sites through the Internet, 30% of the school directors and 22% of the teachers expressed their views. It can be said there are differences in the views of school directors and teachers regarding this theme. We can say that the reason this is that not all events are video recorded and rarely share on social networking sites. Thus, it is understood that intergenerational collaboration is less; and the school director does not frequently use the social networking sites. In relation to his theme, a teacher expressed his view as follows: "We cannot see the transformational leadership qualities in our school director as the events or activities of our school are not shared on social networking sites; hence, intergenerational relations are weak and our school director is not close to technology. I believe that if school directors used the Internet and the social networking sites effectively, both intergenerational collaboration, cooperation and sharing would increase as well as it would be easier to implement the radical decisions taken (T (26))."

#### **4. Conclusion**

The conclusions and recommendations drawn from the research exploring the perceptions of teachers and school directors regarding the transformational leadership and e-leadership statuses of rural area school directors are presented below under four dimensions.

#### **4.1. Dimension: status of directors' transformational leadership**

The percentages indicate the difference in the views of school directors and teachers. This shows that school directors are not able to get old generation teachers closer to technology and hence, they should form good relations with parent-teacher associations, MoE and universities. In relation to this theme, one teacher stated the following: "I can say that our school directors cannot use the technology sufficiently; that new generation teachers are able to collaborate and communicate via technology whereas; old generation teachers cannot communicate or collaborate via technology. Actually, school directors should cooperate with parent-teacher associations, MoE and universities to use technology and make old generation teachers closer to new generation teachers. This will also help school directors to improve their transformational leadership skills (T (16))." In relation to the theme of increasing collaboration and intergenerational problems by video recording the organized events and sharing them on social networking sites through the Internet, 30% of the school directors and 22% of the teachers expressed their views. It can be said there are differences in the views of school directors and teachers regarding this theme. We can say that the reason this is that not all events are video recorded and rarely share on social networking sites. Thus, it is understood that intergenerational collaboration is less; and the school director does not frequently use the social networking sites. In relation to his theme, a teacher expressed his view as follows: "We cannot see the transformational leadership qualities in our school director as the events or activities of our school are not shared on social networking sites; hence, intergenerational relations are weak and our school director is not close to technology. I believe that if school directors used the Internet and the social networking sites effectively, both intergenerational collaboration, cooperation and sharing would increase as well as it would be

**Table 5.** Dimension: The contribution of efficient use of technology by school directors to intergenerational cooperation.

The conclusions and recommendations drawn from the research exploring the perceptions of teachers and school directors regarding the transformational leadership and e-leadership

statuses of rural area school directors are presented below under four dimensions.

easier to implement the radical decisions taken (T (26))."

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**4. Conclusion**

Participants were asked to express their views to determine the status of directors' transformational leadership. 40% of rural area school directors and 70% of teachers expressed that they are afraid of failure and they do not consider themselves responsible. Differences in views of the school directors and teacher are seen and this can be interpreted as teachers and school directors do not consider themselves as responsible when they fail and do not exhibit desired qualities of transformational leadership. In this regard, it can be suggested that school directors should acknowledge their failures and take responsibility for them. For taking risks to restructure the system, 60% of school directors and 24% of teachers expressed their views. It can be said that views of teachers differ from the views of school directors within the scope of this theme. It is understood that the reason for this difference is that school directors do not take sufficient risks to restructure the system. Hence, we can suggest that school directors should make more radical decisions and should be encouraged to take risks in order to restructure the system; Ministry of Education should support school directors more to make it possible and easier for them to make radical decisions and take risks; and make way to school directors through legal regulations.

#### **4.2. Dimension: intergenerational cooperation status of school directors as part of transformational leadership**

Participants were asked to express their views in order to determine the intergenerational cooperation status of school directors as part of transformational leadership. 30% of rural area school directors and 48% of teachers expressed their opinions for old generation teachers taking responsibility together with new generation teachers. This percentage shows that there is a difference in the views on teachers and school directors. Based on this difference, we can say that school directors are not given full responsibility to help old generation teachers taking responsibility together with new generation teachers. In this regard, it can be suggested that school directors be more sensitive while giving more balanced and fair responsibility to old generation and new generation teachers. 50% of school directors and 28% of teachers expressed their views about transferring thoughts through school's values, symbols and rituals as part of intergenerational collaboration for establishing school culture (school climate). Differences in perspectives can be seen regarding this theme. We can say that there is a huge difference in perception and understanding between new generation and old generation teachers regarding the transfer of thoughts through school's values, symbols and rituals as part of intergenerational collaboration for establishing school culture (school climate). Hence, we can suggest the school directors to have a more active role and make radical decisions that would reinforce collaboration between old generation and new generation teachers for transferring of school values, symbols and rituals.

#### **4.3. Dimension: cooperation status of the new generation in establishing organizational culture**

Participants were asked about their views on the cooperation status of the new generation in establishing organizational culture. 70% of the rural area school directors and 40% of the teachers expressed their views on the need for organizing periodic meetings to increase collaboration with old generation teachers. These percentages show differences between the views of school directors and teachers. We can suggest that school directors should organize more periodic meetings to increase collaboration between old and new generation teachers and help them take responsibility together. 50% of school directors and 30% of teachers expressed their views on the theme regarding university lecturers coming and offering in-service courses to increase collaboration between old generation and new generation teachers. It can be said that there are differences in the views of school directors and teacher regarding this view. As for the reason of this difference in views, we can suggest more collaboration with new generation teachers and taking courses from universities to reduce the gap between generations.

Regarding to the conclusion, it can be emphasized that the intergenerational collaboration rate is low, and the school director does not effectively use the Internet or social networking sites [31]. Thus, we can suggest that rural area school directors should use the Internet or social networking sites more effectively and goal-oriented in order to increase the collaboration and sharing between old and new generation teachers. In this respect, the use of technology to foster learning in relation to new generation learning is crucial [32]. As this research study gives an insight to understand the nature of new learners and new generation in the transformation and information technology. Leadership is essential for management culture. School development and establishing a culture in schools becomes a mirror for strategic planning for future actions. In addition, e-transformational leadership plays a great role

The Role of E-Transformational Leadership in Intergenerational Cooperation for School Culture

to proceed the significance of collaboration and merits of establishing school culture.

, Gokmen Dagli<sup>1</sup>

[1] Rowe GW. Creating wealth in organizations: The role of strategic leadership. The Academy

[2] Prew M. Community involvement in school development. Educational Management Administration & Leadership. 2009;**37**(6):824-846. DOI: 10.1177/174114320934556

[3] Allix MN. Transformational leadership, democratic or despotic? Educational Manage-

[4] Jurkiewicz CL. Generation X and the public employee. Public Personnel Management.

[5] Fitch P, Van BB. A Guide to Leadership and Management in Higher Education. 1st ed.

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[7] Naicker SR, Mestry R. Teachers' reflections on distributive leadership in public primary schools in Soweto. South African Journal of Education. 2013;**33**(2):1-15. DOI: 10.15700/

of Management Executive. 2001;**15**:1-19. DOI: 10.5465/AME.2001.4251395

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2000;**29**:55-74. DOI: 10.1177/009102600002900105

and Mehmet Altinay<sup>2</sup>

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71

, Fahriye Altinay<sup>1</sup>

**Author details**

\*, Zehra Altinay<sup>1</sup>

1 Near East University, Nicosia, Cyprus 2 University of Kyrenia, Kyrenia, Cyprus

\*Address all correspondence to: u.akcil@neu.edu.tr

Umut Akcil<sup>1</sup>

**References**

saje.v33n2a715

#### **4.4. Dimension: the contribution of efficient use of technology by school directors to intergenerational cooperation**

Participants were asked to express their views to help determine the contribution of efficient use of technology by school directors to intergenerational cooperation. 20% of rural area school directors and 66% of teachers expressed their views on the theme of getting old generation teachers closer to technology by cooperating with parent-teacher associations, MoE, universities and new generation; and reinforcing relations with young generations. These percentages show differences in the views of school directors and teachers. This difference shows that school directors are not able to make old generation teacher get closer to technology. In this regard, we can suggest rural area school directors to form collaborative relations with parent-teacher associations, MoE and universities to help old generation teachers get closer to technology. 30% of school directors and 22% of teachers expressed their views regarding the theme of video recording the events and sharing them on social networking sites via Internet to increase intergenerational collaboration and reduce problems experienced between generations. It can be said that the views of school directors differ from teachers' views within the scope of this theme. We can say that the reason for this difference can be not video recording and rarely sharing them on social networking sites all types of events organized in school and school director not frequently using the Internet or the social networking sites.
