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The Effect of Transformational School Leadership on Teacher Commitment: The Mediating Role of Teachers’ Psychological Capital

Year 2024, Volume: 4 Issue: 1, 21 - 36, 26.07.2024

Abstract

The aim of this study is to reveal the mediating effect of teacher psychological capital on the relationship between transformational school leadership and teacher commitment. This study, which used quantitative research method, was designed according to the relational screening model. In addition, in the research where transformational school leadership as the independent variable, teacher commitment as the dependent variable, and psychological capital in the mediating role are examined according to teachers' perceptions, the relationships between the variables are examined with the structural equation model (SEM). As a result of data obtained from 412 teachers, research findings show that transformative school leadership directly affects teacher commitment and is also indirectly mediated through teacher psychological capital. This shows that transformational leadership practices can increase teacher psychological capital and thus improve teacher commitment. The results of this study have important implications for educational practitioners, policy makers and researchers, highlighting the potential positive impact of school leaders' support for transformational leadership practices in increasing teachers' psychological capital and strengthening their commitment, ultimately positively affecting educational environments.

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Dönüşümcü Okul Liderliğinin Öğretmen Bağlılığı Üzerindeki Etkisi: Öğretmen Psikolojik Sermayesinin Aracı Rolü

Year 2024, Volume: 4 Issue: 1, 21 - 36, 26.07.2024

Abstract

Bu çalışmanın amacı, dönüşümcü okul liderliği ile öğretmen bağlılığı arasındaki ilişkide öğretmen psikolojik sermayesinin aracılık etkisini ortaya koymaktır. Nicel araştırma yöntemi kullanılan bu çalışma, ilişkisel tarama modeline göre desenlenmiştir. Ayrıca bağımsız değişken olarak dönüşümcü okul liderliğinin, bağımlı değişken olarak öğretmen bağlılığının ve aracı rolündeki psikolojik sermayenin öğretmen algılarına göre incelendiği araştırmada değişkenler arası ilişkiler yapısal eşitlik modeli (YEM) ile incelenmektedir. 412 öğretmenden elde edilen veriler neticesinde araştırma bulguları, dönüştürücü okul liderliğinin öğretmen bağlılığını doğrudan etkilediğini ve ayrıca öğretmen psikolojik sermayesi aracılığıyla dolaylı olarak aracılık ettiğini göstermektedir. Bu durum, dönüşümcü liderlik uygulamalarının öğretmen psikolojik sermayesini artırabileceğini ve böylece öğretmen bağlılığını geliştirebileceğini göstermektedir. Bu çalışmanın sonuçları eğitim uygulayıcıları, politika yapıcılar ve araştırmacılar için önemli çıkarımlar içermekte, okul liderlerinin dönüşümcü liderlik uygulamalarını desteklemesinin öğretmenlerin psikolojik sermayelerini artırma ve bağlılıklarını güçlendirmedeki potansiyel olumlu etkisini vurgulamakta ve sonuçta eğitim ortamlarını olumlu yönde etkilemektedir. Elde edilen olumlu etkilerin nihai amaç olan öğrenci başarısını bu paralelde etkilemesi beklenmektedir. Bu doğrultuda çalışmanın bulguları, eğitimde dönüşümcü liderliğin potansiyel etkilerini anlamamıza katkıda bulunabilir.

Ethical Statement

Bu çalışmanın etik izni, Karabük Üniversitesi Sosyal ve Beşeri Bilimler Araştırmaları Etik Kurulu'nun 08.07.2022 tarih ve E-78977401-050.02.04-148172 sayılı kararıyla alınmıştır.

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There are 99 citations in total.

Details

Primary Language Turkish
Subjects Leadership in Education
Journal Section Research Articles
Authors

Elif Benlioğlu Kuzey 0009-0004-6323-5779

Publication Date July 26, 2024
Submission Date July 16, 2024
Acceptance Date July 17, 2024
Published in Issue Year 2024 Volume: 4 Issue: 1

Cite

APA Benlioğlu Kuzey, E. (2024). Dönüşümcü Okul Liderliğinin Öğretmen Bağlılığı Üzerindeki Etkisi: Öğretmen Psikolojik Sermayesinin Aracı Rolü. Avrasya Beşeri Bilim Araştırmaları Dergisi, 4(1), 21-36.