Predictive Relations Between Teachers' Cultural Values and Their Perceptions of Cultural Leadership and Classroom Management Approaches: A Kosovo-Türkiye Comparison

The purpose of this study is to determine the predictive relationships among teachers’ cultural values, perceptions of cultural leadership, and classroom management approaches in Türkiye and Kosovo. The study was conducted using a correlational survey model. The sample consisted of 642 teachers from Türkiye and 448 teachers from various cities in the Republic of Kosovo. The findings revealed that teachers’ perceptions of cultural values in both Türkiye and Kosovo were lower than their perceptions ofcultural leadership and adopted classroom management approaches. Significant differences were found between teachers in Türkiye and Kosovo regarding cultural values, cultural leadership, and classroom management approaches. Teachers working in Kosovo demonstrated higher levels of uncertainty avoidance, collectivism, and long-term orientation compared to teachers in Türkiye. No significant relationship was found between teachers’ masculinity perceptions and cultural leadershipor its sub-dimensions in either country. In contrast, significant relationships were identified between power distance, uncertainty avoidance, collectivism, and long-term orientation, and the sub-dimensions of cultural leadership. Furthermore, significant relationships were found between all sub-dimensions of cultural values and the sub-dimensions of adopted classroom management approaches, except for power distance. The results also indicated that teachers’ perceptions of cultural values are significant predictors of both cultural leadership perceptions and classroom management approaches in Türkiye and Kosovo. Additionally, teachers’ perceptions of cultural leadership were found to be significant predictors of their adopted classroom management approaches in both countries.