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Distributed leadership is a management approach that found itself an application field especially in educational institutions. In the research, the effect of self-assertiveness and effective communication behaviors on the distributed leadership perception in an educational institution that is a lifelong learning center is expected to be specified and how this effect changes according to seniority and education factors is tried to be determined. In the study, an analysis is conducted based on the data collected from 302 people where 151 of them are education center managers and 151 are teachers. The Self-Assertiveness Scale developed by Frese et. Al. (1997) is used to measure the self-assertiveness, and for distributed leadership, the Distributed Leadership scale, which is used by Duif, Harrison, and Dartel (2013) in their researches, is used for the distributed leadership. In order to specify the relationships and/or effects between the variables, correlation, regression analysis, t-test, and ANOVA analysis methods are used. In the examination, it is found that the data that belongs to the composite variables that define the average points of all the three scales that is used in the statistical and graphical evaluations, has a normal distribution ( p>0,05 ). The age average of the participants is 41 and the management duration average is 9 years for the participants where 50% of them are teachers and 50% of them are education managers. The age average of the teachers is 37 and the duration of being a teacher is 10 years. In the research, it is determined that there is no effect of self-assertiveness, effective communication and self-assertiveness/effective communication moderator variables on the distributed leadership perception. The main hypothesis of the research, which is that the moderator variable that consists of self-assertiveness, effective communication, and self-assertiveness/effective communication would have an effect on the distributed leadership perception, is not proved statistically. As the seniority level increases in the management group, the point of the distributed leadership decreases and on the other hand, in the teachers’ group, as the seniority increases the average of the distributed leadership perception point increases. The average of the distributed leadership perception points of the participants has a slight difference according to the education level. Oz Dagitik liderlik, ozellikle egitim kurumlarinda uygulama alani bulmus bir yonetim yaklasimidir. Arastirmada hayat boyu ogrenme merkezi niteligi olan bir egitim kurunda bireysel giriskenlik ve etkin iletisim davranislarinin hissedilen dagitik liderlik algisi uzerindeki etkisi belirlenmek istenmis; kidem ve egitim faktorlerine gore bu etkinin ne sekilde degisecegi saptanmaya calisilmistir. Calismada 151’i egitim merkezi yoneticisi, 151’i ogretmen olmak uzere 302 kisiden toplanan veriler uzerinden analiz yapilmistir. Bireysel giriskenligi olcmek icin Frese vd.  (1997) tarafindan gelistirilen Bireysel Giriskenlik Olcegi, etkin iletisim icin Takahashi, Tanaka ve Miyaoka (2006 tarafindan gelistirilen Iletisim Becerileri Olcegi, dagitik liderlik icin Duif, Harrison ve Dartel’in (2013) arastirmalarinda kullandiklari Dagitik Liderlik Olceginden yararlanilmistir. Degiskenler arasindaki iliskileri ve/veya etkiselligi belirlemek icin korelasyon, regresyon analizi, t-testi ve ANOVA analiz yontemlerinden yararlanilmistir. Yapilan incelemede istatistiksel ve grafiksel degerlendirmelerde kullanilan her uc olcegin de ortalama puanlarini tanimlayan kompozit degiskenlere ait verilerin normal dagilim ozelligi gosterdigi bulunmustur ( p > 0,05). Verilere gore katilimcilarin (% 50’si ogretmen, %50’si egitim merkezi yoneticisi grubunda yer alan katilimcilarin yas ortalamasi 41, yoneticilik suresi ortalamalari 9’dur. Ogretmen grubunda yer alan katilimcilarin yas ortalamasi 37, ogretmenlik suresi ortalamasi 10 yildir Arastirmada, bireysel giriskenlik, etkin iletisim ve bireysel giriskenlik-etkin iletisim modarator bagimsiz degiskenlerinin, hissedilen dagitik liderlik algisi uzerinde etkisi olmadigi saptanmistir. Arastirmanin temel hipotezi olan, bireysel giriskenlik, etkin iletisim ve bireysel giriskenlik-etkin iletisim etkilesiminden olusan moderator degiskeninin, hissedilen Dagitik Liderlik algisini etkileyecegi savi istatiksel olarak kanitlanamamistir. Yonetici grubunda kidem duzeyi arttikca dagitik liderlik puan algisi ortalamasi dusmekte, ogretmenler grubunda ise kidem arttikca dagitik liderlik puan algisi ortalamasi da yukselmektedir. Katilimcilarin dagitik liderlik puan algisi ortalamalari egitim duzeyine gore kucuk farkliliklar gostermektedir.

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Eğitim Yöneticilerinin Bireysel Girişkenlik ve Etkin İletişim Davranışlarının Öğretmenlerin Dağıtık Liderlik Algısına Etkisi / The Effect of Individual Assertiveness and Effective Communication Behaviors of Education Managers on Distributed Leadership Perception of Teachers