Abstract
PREDICTIVE RELATIONSHIPS BETWEEN TEACHERS’ LATERAL THINKING TENDENCIES AND SCHOOL ADMINISTRATORS’ COMMUNICATION STYLES
The aim of this study is to examine the predictive relationships between teachers' lateral thinking tendencies and the communication styles of school administrators. Designed based on the correlational survey model, which is one of the quantitative research methods, this study was conducted with 842 teachers working in Istanbul. The research data were collected using a Personal Information Form, the Lateral Thinking Self-Assessment Scale, and the Communication Styles Scale. In the data analysis, descriptive statistics, Pearson Product-Moment Correlation Analysis, and Stepwise Regression Analysis were applied using the SPSS software. The findings indicate that there is a positive and statistically significant relationship (r = .61) between teachers' lateral thinking tendencies and the communication styles exhibited by school administrators. The results of the stepwise regression analysis confirmed that school administrators' communication skills are a significant predictor of teachers' lateral thinking tendencies. Based on these findings, it was determined that the adoption of an empathetic, open, and supportive communication style by school administrators directly supports teachers' capacities to produce alternative solutions and develop different perspectives. It can be recommended to increase communication-based leadership programs for administrators in educational institutions.
Keywords
Lateral Thinking, Communication Style, Educational Administration, Cognitive Flexibility, Organizati
