Abstract
OKUL YÖNETİCİLERİNİN DÖNÜŞÜMCÜ LİDERLİK DAVRANIŞLARI İLE ÖĞRETMENLERİN ÖRGÜTSEL BAĞLILIKLARI ARASINDAKİ İLİŞKİNİN İNCELENMESİ
This here study aims to scrutinize the correlation betwixt the transformational leadership behaviors exhibited by school principals and the levels of organizational commitment demonstrated by teachers. Moreover, taking into account the demographic variables of the participating teachers, the study concentrates on discerning discrepancies in the perceptions of school principals regarding their transformational leadership behaviors and the level of commitment displayed by teachers. The research follows a quantitative method, utilizing a screening model. The universe of the research is comprised of teachers serving in public secondary schools in Sancaktepe/Istanbul during the academic year of 2022-23. The sample is made up of 143 teachers, and selection is determined via the easily accessible sampling method. During the data collection phase, a personal information form was employed to gather demographic data of the participants. Additionally, the "Organizational Commitment Scale" crafted by Allen and Meyer (1990), translated into Turkish by Alayvaz (2018), and Podsakoff et al. (1996), translated into Turkish by İşcan (2002), were used. The “Transformational Leadership Scale” was also implemented. As per the findings of the study, a moderate and positively significant correlation was observed between the transformational leadership behaviors of school principals and the levels of organizational commitment demonstrated by teachers. According to the responses obtained from the participating teachers, the transformational leadership behaviors exhibited by school principals were adequate, and the levels of organizational commitment demonstrated by teachers were high. With regards to the transformational leadership behaviors exhibited by school principals, as perceived by participating teachers, a statistically significant difference was observed depending on the gender, educational level, and professional seniority of the teachers. However, there was no differentiation observed in relation to the branch variable. Furthermore, a significant difference was detected in the levels of organizational commitment exhibited by teachers depending on their gender, professional seniority, and branches. However, no differentiation was found based on educational status.
Keywords
Transformational leadership, organizational commitment, secondary school
