The Effects of School Administrators’ Supervisory Competencies on School Effectiveness, Professional Commitment, and Voice

Abstract

This study aims to determine the relationships between school administrators' supervisory competencies school effectiveness, professional commitment, and voice, according to teachers' perceptions. The correlational research design was used in this research. The population of this study consists of teachers in primary schools in Şırnak province. 37 primary schools from this population were selected by taking into account the impartiality rule. 319 teachers working in the decided primary schools constitute the sample of this research. Disproportionate cluster sampling method was adopted to obtain the data for the research. Confirmatory factor and reliability analyses were applied for the scales used in the research. Descriptive analyses, correlation, measurement models, and structural equation modeling analyses were used to analyze the data. Structural equation modeling results revealed that the perceived supervisory competencies of school administrators positively affect teachers' perceptions of school effectiveness, professional commitment, and voice. It was determined that perceived school effectiveness positively affects professional commitment. Additionally, it was determined that professional commitment positively affects teacher voice. It was revealed that supervisory competence, school effectiveness, and professional commitment positively affect teacher voice with a partial mediating effect. It is considered important for school administrators who want to contribute to the continuous improvement of teachers' work and increase their professionalism, to have supervisory competencies and to strengthen these competencies.

Keywords

• supervisory competence
• school effectiveness
• professional commitment
• voice
• teacher

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