**Author details**

İlknur Şentürk

priorities, knowledge, communication, psychological organizational contract, performance evaluation, and supporting multiple managements are among the outcomes of taking initiative. Initiative taking includes the factors of entrepreneurship, active personality, self-motivation, internal motivation, active goal setting, planning and time management skills, overcoming obstacles and emotion management, persuasive and credible communications, creativity and innovation in personal competence, and quality dimension in addition to the administrative and organizational dimensions [39]. Initiative is a concept related to authentic responsibility, proactive personality, changing needs and roles, transformative leadership, distributive leadership, organizational change, organizational behavior, social dynamism, cultural integration, profes-

Workers go about their daily lives with high expectations. Active entrepreneurship and initiative-taking traits are significant qualities for organizational change beyond personal benefits and psychological satisfaction they promote. It is reinforcement of active behavior. It is improvement of creative thinking and problem-solving competencies and an effort to behave work oriented [38]. Today, initiative is a theoretical and application framework for the efforts to develop important administrative reform and strategies, specific goals, and school plans that are significant for schools in developing school-based and internal dynamics of the school that are specific to that particular school and the potential of the school [42]. Autonomy could be considered as an outcome of initiative taking and developing behavior as well [43]. Initiative-taking school administrators could facilitate teacher participation, loyalty in the school, school productivity, and academic success and focus more on teaching and learning. Administrators could perceive initiative-taking skills as an action that realizes school development plans [44]. Initiative is a factor that supports organizational learning, frees an area of action, enforces organizational operations and increases the capacity, renders school administrator more powerful than central administrators, and supports and functionalizes decisionmaking mechanisms of school administrator with respect to change management [45–50].

Based on the above discussion, it could be inferred that the efforts of participating school administrators on school-based decision-making and acting, which could be considered as leadership characteristics beyond their formal authority, were insufficient. Participating school administrators in the current study were able to use their initiative-taking actions under limited conditions and situations. Thus the phenomena such as organizational change, organizational learning, designing an autonomous administrative area by transforming institutional internal dynamics into a unique strategy, and enforcing organizational capacity could not be realized. The fact that school administrators were concerned about the consequences of the situations where they decide by initiative taking and act accordingly results in preventing the improvement of their proactive personality traits and obscures their psychological contract variables with the organization and creative and innovative thinking skills. The related circumstances could diminish internal motivation of school administrators in taking action even in necessary and predictable conditions. It could lower self-efficacy perception. It could force them to fall behind their leadership role. And the most important, it could neutralize their efforts to refer to references that could expand their area of initiative. Based on the results of the present study, it could be beneficial to design and implement studies that would structure professional cooperation and university-specialist-school collaboration to support

sionalization, and social and cultural capital [40, 41].

36 Open and Equal Access for Learning in School Management

Address all correspondence to: ilknurkokcu@gmail.com

Department of Educational Sciences, Faculty of Education, Eskişehir Osmangazi University, Eskişehir, Turkey
