Research Article
BibTex RIS Cite

Kapsayıcı Liderliğin Öğretmenlerin Örgütsel Bağlılıklarına Etkisi

Year 2024, , 113 - 132, 31.08.2024
https://doi.org/10.52848/ijls.1495747

Abstract

Bu çalışmanın temel amacı, eğitim ortamlarında kapsayıcı liderliğin öğretmenlerin örgütsel bağlılığı ile nasıl ilişkilendiğini belirlemektir. Bu araştırma okul yöneticilerinin kapsayıcı liderlik davranışlarının öğretmenlerin örgütsel bağlılıklarını ne düzeyde yordadığını belirlemek amacıyla ilişkisel modelde tasarlanmıştır. Araştırmanın evrenini 2023-2024 eğitim-öğretim yılı süresince Isparta il merkezinde yer alan ortaokul ve lise düzeyindeki resmi kamu okullarında çalışan öğretmenler oluşturmaktadır. Isparta il merkezi kamu okullarında çalışan öğretmenler ile kapsayıcı liderlik ölçeği ve öğretmenler için örgütsel bağlılık ölçeği çalışmaları yapılmıştır. Çalışmalardan edinilen veriler SPSS programı ile analiz edilmiştir. Analiz sürecinde, betimsel istatistikler, Pearson Korelasyon Analizi ve çoklu doğrusal Regresyon Analizi gerçekleştirilmiştir. Araştırma bulgularına göre, öğretmenlerin örgütsel bağlılıkları ve okul yöneticilerinin kapsayıcı liderlik algıları “orta” düzeyde saptanmıştır. Ayrıca örgütsel bağlılık ile kapsayıcı liderlik arasında pozitif yönlü yüksek düzeyde anlamlı ilişkiler olduğu tespit edilmiştir. Bu doğrultuda okul yöneticilerine kapsayıcı liderlik adı altında eğitimler düzenlenebilir. Bu eğitimlerin, öğretmenlerin örgütsel bağlılık düzeylerinde iyileşme sağlayacağı düşünülmektedir. Bu eğitimlerde yapılan araştırma sonuçlarından bahsedilerek kapsayıcı liderliğin örgütsel bağlılığı beraberinde getirdiği vurgusu yapılabilir.

Ethical Statement

Bu araştırma kapsamında, Süleymen Demirel Üniversitesi Etik Kurulu’nun 20.05.2024 tarihli ve 149/22 sayılı yazısıyla etik kurul izni alınmıştır. Etik izninde belirtilen araştırma içeriğine uygun olarak araştırma tamamlanmıştır.

References

  • Agerwala, T. (2020). Inclusive leadership: a technology perspective. S. Bodhananda, T. Agerwala & S. Menon (Ed), Inclusive leadership perspectives from tradition and modernity (pp. 147-174). Routledge.
  • Ağcihan, E. (2022). Okullarda kapsayıcı liderlik ve sosyal diyalog ilişkisinin incelenmesi [Yayımlanmamış doktora tezi]. Kocaeli Üniversitesi Sosyal Bilimler Enstitüsü.
  • Akman, Y. (2023). Kapsayıcı liderlik ve inovasyon. V. Batdı ve S. Ayaz (Ed.), İnovasyon yönetimi ve inovatif metaverse devrimi (s. 47-67). Anı Yayıncılık.
  • Altınel Yüncü, Z. (2022). Öğretmenlerin okul yöneticilerinin kapsayıcı liderlik özelliklerine ilişkin algıları. Pamukkale Üniversitesi Eğitim Bilimleri Enstitüsü Eğitim Bilimleri Anabilim Dalı Eğitim Yönetimi Bilim Dalı, Tezsiz Yüksek Lisans Projesi.
  • Anthony, K. I. (2017). Igwebuike as an Igbo-African philosophy of inclusive leadership. Igwebuike: An African Journal of Arts and Humanities, 3(7), 165-183.
  • Bao, P., Xiao, Z., Bao, G., & Noorderhaven, N. (2022). Inclusive leadership and employee work engagement: A moderated mediation model. Baltic Journal of Management, 17(1), 124-139.
  • Baş, M. (2022). Kamu çalışanlarının kapsayıcı liderlik algısı üzerine bir araştırma. Gümüşhane Üniversitesi Sosyal Bilimler Dergisi, 13(1), 343-354.
  • Booysen, L. (2014). The development of inclusive leadership practice and processes. B. M. Ferdman & B. R.
  • Deane (Eds.), Diversity at work: the practice of inclusion (pp. 296-329). Jossey-Bass, A Wiley Brand.
  • Bortini, P., Paci, A., Rise, A., & Rojnik, I. (2016). Inclusive leadership–theoretical framework. European Commission.
  • Bozkurt, E. (2017). Okul müdürlerinin liderlik stillerinin öğretmenlerin örgütsel bağlılıklarına etkisi [Yayımlanmamış yüksek lisans tezi]. Bahçeşehir Üniversitesi, Eğitim Bilimleri Enstitüsü, İstanbul.
  • Büyüköztürk, Ş. (2021). Sosyal bilimler için veri analizi el kitabı (29. Baskı). Pegem.
  • Cai, D., Cai, Y., Sun, Y., & Ma, J. (2018). Linking empowering leadership and employee work engagement: the effects of person-job fit, person-group fit, and proactive personality. Frontiers in Psychology, 9(1), 1-12.
  • Carmeli, A., Reiter-Palmon, R., & Ziv, E. (2010). Inclusive leadership and employee involvement in creative tasks in the workplace: the mediating role of psychological safety. Creativity Research Journal, 22(3), 250-260.
  • Chughtai, A.A., & Zafar, S. (2006). Antecedents and consequences of organizational commitment among Pakistani university teachers. Applied HRM Research, 11(1), 39-64.
  • Chun, J.S., Shin, Y., Choi, J.N., & Kim, M.S. (2013). How does corporate ethics contribute to firm financial performance? The mediating role of collective organizational commitment and organizational citizenship behavior. Journal of Management, 39(4), 853-877.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6. Baskı). New York, NY, US: Routledge/Taylor & Francis Group.
  • Cox, T. H. (1993). Cultural diversity in organizations: Theory, research, and practice. Barrett-Koehler, San Francisco.
  • Çulha, A. (2023). Inclusive leadership practices in schools: a mixed methods study. Journal of Mugla Sitki Kocman University Faculty of Education, 10(1), 70-84.
  • DeMatthews, D. E., Serafini, A., & Watson, T. N. (2021). Leading inclusive schools: Principal perceptions, practices, and challenges to meaningful change. Educational Administration Quarterly, 57(1), 3-48.
  • Dillon, B., & Bourke, J. (2016). The six signature traits of ınclusive leadership. Deloitte University Press. 17 Kasım 2023 tarihinde https://www2.deloitte.com/content/dam/insights/us/articles/six-signature-traits-of-inclusive-leadership/DUP-3046_Inclusive-leader_vFINAL.pdf adresinden edinilmiştir.
  • Echols, S. (2009). Transformational/servant leadership: A potential synergism for an inclusive leadership style. Journal of Religious Leadership, 8(2), 85-116.
  • Elsaied, M. M. (2019). Supportive leadership, proactive personality and employee voice behavior: The mediating role of psychological safety. American Journal of Business, 34(1), 2-18.
  • Elsaied, M. M. (2020). A moderated mediation model for the relationship between inclusive leadership and job embeddedness. American Journal of Business, 35(3/4), 191-210.
  • Fang, Y.-C., Chen, J.-Y., Wang, M.-J., & Chen, C.-Y. (2019). The impact of inclusive leadership on employees’ innovative behaviors: The mediation of psychological capital. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.01803
  • Fazio, J., Gong, B., Sims, R., & Yurova, Y. (2017). The role of affective commitment in the relationship between social support and turnover intention. Management Decision, 55(3), 512-525.
  • Fornes, S.L., Rocco, T.S., & Wollard, K.K. (2008). Workplace commitment: A conceptual model developed from integrative review of the research. Human Resource Development Review, 7(3), 339-357.
  • Garrison-Wade, D., Sobel, D., & Fulmer, C. L. (2007). Inclusive leadership: Preparing principals for the role that awaits them. Educational Leadership and Administration: Teaching and Program Development, 19, 117- 132.
  • Gong, L., Liu, Z., Rong, Y., & Fu, L. (2021). Inclusive leadership, ambidextrous innovation and organizational performance: the moderating role of environment uncertainty. Leadership & Organization Development Journal, 42(5), 783-801.
  • Gotsis, G., & Grimani, K. (2016). The role of servant leadership in fostering inclusive organizations. Journal of Management Development, 35(8), 985-1010.
  • Gürbüz, S. (2006). Örgütsel vatandaşlık davranışı ile duygusal bağlılık arasındaki ilişkilerin belirlenmesine yönelik bir araştırma. Ekonomik ve Sosyal Araştırmalar Dergisi, 3(2), 48-75.
  • Hollander, E. (2008). Inclusive leadership: the essential leader-follower relationship (1st edition). Abingdon, United Kingdom: Routledge.
  • Hollander, E. (2009). Inclusive leadership: the essential leader-follower relationship. Taylor Francis Group, New York.
  • Jafri, M. H., Dem, C., & Choden, S. (2016). Emotional intelligence and employee creativity: Moderating role of proactive personality and organizational climate. Business Perspectives and Research, 4(1), 54-66.
  • Jiang, J., Ding, W., Wang, R., & Li, S. (2020). Inclusive leadership and employees’ voice behaviour: A moderated mediation model. Current Psychology: A Journal for Diverse Perspectives on Diverse Psychological Issues, 41(9), 6395–6405.
  • Karasar, N. (2011). Bilimsel Araştırma Yöntemleri (22. Baskı). Ankara: Nobel Yayın Dağıtım.
  • Khandelwal, K.A. (2009). Organisational commitment in multinationals: A dynamic interplay among personal, organisational and societal factors. ASBM Journal of Management, 2(1), 99-122.
  • Keyes, M. W., Hanley-Maxwell, C., & Capper, C. A. (1999). Spirituality? It’s the core of my leadership: Empowering leadership in an inclusive elementary school. Educational Administration Quarterly, 35(2), 203-237.
  • Kuknor, S. (2015). New horizons in human resource development. International Journal of Advance and innovative research, 2(2), 35-38.
  • Kuknor, S., & Bhattacharya, S. (2021). Exploring organizational inclusion and inclusive leadership in Indian companies. European Business Review, 33(3), 450-464.
  • Malik, S. (2023). What it takes to be an inclusive leader? Developing six signature traits to master inclusive leadership. Strategic Hr Review, 22(3), 98-101.
  • Mathieu, J., & Zajac, D. (1990). A review of meta-analysis of the antecedents, correlates and consequences of organizational commitment. Psychological Bulletin, 108(2), 171-194.
  • McLeod, A. (2018). Diversity and inclusion in Australian policing: Where are we at and where should we go. Public Safety Leadership Research Focus, 5(2), 1-7.
  • Meyer, J. P., Stanley, D. J., Herscovitch, L., & Topolnytsky, L. (2002). Affective, continuance, and normative commitment to the organization: A meta-analysis of antecedents, correlates, and consequences. Journal of Vocational Behavior, 61(1), 20-52.
  • Najmaei, A. (2017). Revisiting the strategic leadership paradigm: A gender inclusive perspective. In S. Adapa & A. Sheridan (Ed), Inclusive leadership: negotiating gendered spaces. Springer.
  • Nembhard, I. M., & Edmondson, A. C. (2006). Making it safe: The effects of leader inclusiveness and professional status on psychological safety and improvement efforts in health care teams. Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 27(7), 941-966. https://doi.org/10.1002/job.413
  • Okçu, V., & Deviren, İ. (2020). Kapsayıcı liderlik ölçeğinin eğitim örgütleri için Türkçeye uyarlanması: Geçerlik ve güvenirlik çalışması. Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi (MSKU Journal of Education), 7(2), 180-192.
  • Özkan, V. (2008). İlköğretim okulunda görevli sınıf öğretmenlerinin bazı değişkenlere göre örgütsel bağlılık düzeyleri (Sakarya il örneği) [Yayımlanmamış yüksek lisans tezi]. Sakarya Üniversitesi, Sosyal Bilimler Enstitüsü.
  • Prime, J., Otterman, M., & Salib, E.R. (2014). Engaging men through inclusive leadership. In R.J. Burke and D.A. Major (Eds), Gender in Organizations. Edward Elgar Publishing, Cheltenham. https://doi.org/10.4337/9781781955703.00027
  • Porter, L. W., Steers, R. M., Mowday, R. T., & Boulian, P. V. (1974). Organizational commitment, job satisfaction, and turnover, among psychiatric technicians. Journal of Applied Psychology, 59(5), 603-609.
  • Qi, L., & Liu, B. (2017). Effects of inclusive leadership on employee voice behavior and team performance: The mediating role of caring ethical climate. Frontiers in Communication, 2(8). doi: 10.3389/fcomm.2017.00008
  • Qi, L., Liu, B., Wei, X., & Hu, Y. (2019). Impact of inclusive leadership on employee innovative behavior: Perceived organizational support as a mediator. PloS One, Public Library of Science, 14(2). https://doi.org/10.1371/journal.pone.0212091
  • Randel, A. E., Galvin, B. M., Shore, L. M., Ehrhart, K. H., Chung, B. G., Dean, M. A., & Kedharnath, U. (2018). Inclusive leadership: realizing positive outcomes through belongingness and being valued for uniqueness. Human Resource Management Review, 28(2), 190-203.
  • Rayner, S. (2009). Educational diversity and learning leadership: A proposition, some principles and a model of inclusive leadership?, Educational Review, 61(4), 433-447. https://doi.org/10.1080/00131910903404004
  • Redondo, R., Sparrow, P., & Hernandez-Lechuga, G. (2021). The effect of protean careers on talent retention: examining the relationship between protean career orientation, organizational commitment, job satisfaction and intention to quit for talented workers. The International Journal of Human Resource Management, 32(9), 2046-2069.
  • Ryan, J. (2006). Inclusive leadership and social justice for schools. Leadership and Policy in Schools, 5(1), 3-17. https://doi.org/10.1080/15700760500483995
  • Salib, E. R. (2014). A model of inclusion and inclusive leadership in the US [Doctoral dissertation]. Rutgers University-Graduate School-New Brunswick.
  • Schermelleh-Engel, K., & Moosbrugger H. (2003). Evaluating the fit of structural equation models: tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(8), 23-74.
  • Shuck, B., Relo, T.G., & Rocco, T.S. (2011). Employee engagement: an examination of antecedent and outcome variables. Human Resource Development International, 14(4), 427-445.
  • Shore, L. M., Randel, A. E., Chung, B. G., Dean, M. A., Holcombe Ehrhart, K., & Singh, G. (2011). Inclusion and diversity in work groups: A review and model for future research. Journal of management, 37(4), 1262-1289.
  • Sürücü, L., & Maslakçı, A. (2021). Kapsayıcı liderlik ölçeğinin Türkçeye uyarlanması: Geçerlik ve güvenirlik çalışması. Doğuş Üniversitesi Dergisi, 22(2), 201-215.
  • Şahin, O. (2022). Okul yöneticilerinin kapsayıcı liderlik davranışları ile rehber öğretmen/psikolojik danışmanların örgütsel mutluluk düzeyleri arasındaki ilişkinin incelenmesi [Yayımlanmamış yüksek lisans tezi]. Siirt Üniversitesi Sosyal Bilimler Enstitüsü.
  • Tavşancıl, E. (2002). Tutumların ölçülmesi ve SPSS ile veri analizi. Nobel Akademik Yayıncılık.
  • Üstüner, M. (2009). Öğretmenler için örgütsel bağlılık ölçeği: Geçerlik ve güvenirlik çalışması. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 10(1), 1-17.
  • Van Lange, P. A., Kruglanski, A.W., & Higgins, E. T. (2011). Handbook of theories of social psychology: Volume two. SAGE Publications, Thousand Oaks, CA.
  • Wang, Y. X., Yang, Y. J., Wang, Y., Su, D., Li, S. W., Zhang, T., & Li, H. P. (2019). The mediating role of inclusive leadership: Work engagement and innovative behaviour among Chinese head nurses. Journal of Nursing Management, 27, 688-696.
  • Wasserman, I. C., Gallegos, P. V., & Ferdman, B. M. (2008). Dancing with resistance: Leadership challenges in fostering a culture of inclusion. In K. M. Thomas (Ed), Diversity Resistance in Organizations (pp. 175-200). New York, NY: Taylor & Francis.
  • Xiaotao, Z., Yang, X., Diaz, I., & Yu, M. (2018). Is too much inclusive leadership a good thing? An examination of curvilinear relationship between inclusive leadership and employees’ task performance. International Journal of Manpower, 39(7), 882-895.
  • Yahaya, R., & Ebrahim, F. (2016). Leadership styles and organizational commitment: Literature review. Journal of Management Development, 35(2), 190-216.
  • Yasin, R., Jan, G., Huseynova, A., & Atif, M. (2023). Inclusive leadership and turnover intention: The role of follower– leader goal congruence and organizational commitment. Management Decision, 61(3), 589-609.
  • Zeng, H., Zhao, L., & Zhao, Y. (2020). Inclusive leadership and taking-charge behavior: Roles of psychological safety and thriving at work. Frontiers in Psychology, 11, Article 62. https://doi.org/10.3389/fpsyg.2020.00062
  • Zhu, W., Avolio, B.J., & Walumbwa, F.O. (2009). Moderating role of follower characteristics with transformational leadership and follower work engagement. Group and Organization Management, 34(5), 590-619.

The Effect of Inclusive Leadership on Teachers' Organisational Commitment

Year 2024, , 113 - 132, 31.08.2024
https://doi.org/10.52848/ijls.1495747

Abstract

The primary aim of this study is to state the relationship between inclusive leadership in educational settings and teachers' organizational commitment. This research is planned in a relational model to identify the extent to which inclusive leadership behaviors of school administrators predict teachers' organizational commitments. The population of the study consists of teachers working in public middle and high schools located in the central district of Isparta during the 2023-2024 academic year. Surveys on inclusive leadership and organizational commitment for teachers were conducted with teachers working in public schools in Isparta. The data obtained from the surveys were analyzed using the SPSS program. During the analysis process, descriptive statistics, Pearson Correlation Analysis, and multiple linear Regression Analysis were performed. According to the research findings, teachers' organizational commitments and school administrators' perceptions of inclusive leadership were found to be at a "moderate" level. Furthermore, it was determined that there were significantly positive relationships at a high level between organizational commitment and inclusive leadership. In this context, training sessions on inclusive leadership can be organized for school administrators. It is believed that these training sessions will improve teachers' levels of organizational commitment. During these sessions, the results of relevant research can be discussed, emphasizing that inclusive leadership fosters organizational commitment.

References

  • Agerwala, T. (2020). Inclusive leadership: a technology perspective. S. Bodhananda, T. Agerwala & S. Menon (Ed), Inclusive leadership perspectives from tradition and modernity (pp. 147-174). Routledge.
  • Ağcihan, E. (2022). Okullarda kapsayıcı liderlik ve sosyal diyalog ilişkisinin incelenmesi [Yayımlanmamış doktora tezi]. Kocaeli Üniversitesi Sosyal Bilimler Enstitüsü.
  • Akman, Y. (2023). Kapsayıcı liderlik ve inovasyon. V. Batdı ve S. Ayaz (Ed.), İnovasyon yönetimi ve inovatif metaverse devrimi (s. 47-67). Anı Yayıncılık.
  • Altınel Yüncü, Z. (2022). Öğretmenlerin okul yöneticilerinin kapsayıcı liderlik özelliklerine ilişkin algıları. Pamukkale Üniversitesi Eğitim Bilimleri Enstitüsü Eğitim Bilimleri Anabilim Dalı Eğitim Yönetimi Bilim Dalı, Tezsiz Yüksek Lisans Projesi.
  • Anthony, K. I. (2017). Igwebuike as an Igbo-African philosophy of inclusive leadership. Igwebuike: An African Journal of Arts and Humanities, 3(7), 165-183.
  • Bao, P., Xiao, Z., Bao, G., & Noorderhaven, N. (2022). Inclusive leadership and employee work engagement: A moderated mediation model. Baltic Journal of Management, 17(1), 124-139.
  • Baş, M. (2022). Kamu çalışanlarının kapsayıcı liderlik algısı üzerine bir araştırma. Gümüşhane Üniversitesi Sosyal Bilimler Dergisi, 13(1), 343-354.
  • Booysen, L. (2014). The development of inclusive leadership practice and processes. B. M. Ferdman & B. R.
  • Deane (Eds.), Diversity at work: the practice of inclusion (pp. 296-329). Jossey-Bass, A Wiley Brand.
  • Bortini, P., Paci, A., Rise, A., & Rojnik, I. (2016). Inclusive leadership–theoretical framework. European Commission.
  • Bozkurt, E. (2017). Okul müdürlerinin liderlik stillerinin öğretmenlerin örgütsel bağlılıklarına etkisi [Yayımlanmamış yüksek lisans tezi]. Bahçeşehir Üniversitesi, Eğitim Bilimleri Enstitüsü, İstanbul.
  • Büyüköztürk, Ş. (2021). Sosyal bilimler için veri analizi el kitabı (29. Baskı). Pegem.
  • Cai, D., Cai, Y., Sun, Y., & Ma, J. (2018). Linking empowering leadership and employee work engagement: the effects of person-job fit, person-group fit, and proactive personality. Frontiers in Psychology, 9(1), 1-12.
  • Carmeli, A., Reiter-Palmon, R., & Ziv, E. (2010). Inclusive leadership and employee involvement in creative tasks in the workplace: the mediating role of psychological safety. Creativity Research Journal, 22(3), 250-260.
  • Chughtai, A.A., & Zafar, S. (2006). Antecedents and consequences of organizational commitment among Pakistani university teachers. Applied HRM Research, 11(1), 39-64.
  • Chun, J.S., Shin, Y., Choi, J.N., & Kim, M.S. (2013). How does corporate ethics contribute to firm financial performance? The mediating role of collective organizational commitment and organizational citizenship behavior. Journal of Management, 39(4), 853-877.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6. Baskı). New York, NY, US: Routledge/Taylor & Francis Group.
  • Cox, T. H. (1993). Cultural diversity in organizations: Theory, research, and practice. Barrett-Koehler, San Francisco.
  • Çulha, A. (2023). Inclusive leadership practices in schools: a mixed methods study. Journal of Mugla Sitki Kocman University Faculty of Education, 10(1), 70-84.
  • DeMatthews, D. E., Serafini, A., & Watson, T. N. (2021). Leading inclusive schools: Principal perceptions, practices, and challenges to meaningful change. Educational Administration Quarterly, 57(1), 3-48.
  • Dillon, B., & Bourke, J. (2016). The six signature traits of ınclusive leadership. Deloitte University Press. 17 Kasım 2023 tarihinde https://www2.deloitte.com/content/dam/insights/us/articles/six-signature-traits-of-inclusive-leadership/DUP-3046_Inclusive-leader_vFINAL.pdf adresinden edinilmiştir.
  • Echols, S. (2009). Transformational/servant leadership: A potential synergism for an inclusive leadership style. Journal of Religious Leadership, 8(2), 85-116.
  • Elsaied, M. M. (2019). Supportive leadership, proactive personality and employee voice behavior: The mediating role of psychological safety. American Journal of Business, 34(1), 2-18.
  • Elsaied, M. M. (2020). A moderated mediation model for the relationship between inclusive leadership and job embeddedness. American Journal of Business, 35(3/4), 191-210.
  • Fang, Y.-C., Chen, J.-Y., Wang, M.-J., & Chen, C.-Y. (2019). The impact of inclusive leadership on employees’ innovative behaviors: The mediation of psychological capital. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.01803
  • Fazio, J., Gong, B., Sims, R., & Yurova, Y. (2017). The role of affective commitment in the relationship between social support and turnover intention. Management Decision, 55(3), 512-525.
  • Fornes, S.L., Rocco, T.S., & Wollard, K.K. (2008). Workplace commitment: A conceptual model developed from integrative review of the research. Human Resource Development Review, 7(3), 339-357.
  • Garrison-Wade, D., Sobel, D., & Fulmer, C. L. (2007). Inclusive leadership: Preparing principals for the role that awaits them. Educational Leadership and Administration: Teaching and Program Development, 19, 117- 132.
  • Gong, L., Liu, Z., Rong, Y., & Fu, L. (2021). Inclusive leadership, ambidextrous innovation and organizational performance: the moderating role of environment uncertainty. Leadership & Organization Development Journal, 42(5), 783-801.
  • Gotsis, G., & Grimani, K. (2016). The role of servant leadership in fostering inclusive organizations. Journal of Management Development, 35(8), 985-1010.
  • Gürbüz, S. (2006). Örgütsel vatandaşlık davranışı ile duygusal bağlılık arasındaki ilişkilerin belirlenmesine yönelik bir araştırma. Ekonomik ve Sosyal Araştırmalar Dergisi, 3(2), 48-75.
  • Hollander, E. (2008). Inclusive leadership: the essential leader-follower relationship (1st edition). Abingdon, United Kingdom: Routledge.
  • Hollander, E. (2009). Inclusive leadership: the essential leader-follower relationship. Taylor Francis Group, New York.
  • Jafri, M. H., Dem, C., & Choden, S. (2016). Emotional intelligence and employee creativity: Moderating role of proactive personality and organizational climate. Business Perspectives and Research, 4(1), 54-66.
  • Jiang, J., Ding, W., Wang, R., & Li, S. (2020). Inclusive leadership and employees’ voice behaviour: A moderated mediation model. Current Psychology: A Journal for Diverse Perspectives on Diverse Psychological Issues, 41(9), 6395–6405.
  • Karasar, N. (2011). Bilimsel Araştırma Yöntemleri (22. Baskı). Ankara: Nobel Yayın Dağıtım.
  • Khandelwal, K.A. (2009). Organisational commitment in multinationals: A dynamic interplay among personal, organisational and societal factors. ASBM Journal of Management, 2(1), 99-122.
  • Keyes, M. W., Hanley-Maxwell, C., & Capper, C. A. (1999). Spirituality? It’s the core of my leadership: Empowering leadership in an inclusive elementary school. Educational Administration Quarterly, 35(2), 203-237.
  • Kuknor, S. (2015). New horizons in human resource development. International Journal of Advance and innovative research, 2(2), 35-38.
  • Kuknor, S., & Bhattacharya, S. (2021). Exploring organizational inclusion and inclusive leadership in Indian companies. European Business Review, 33(3), 450-464.
  • Malik, S. (2023). What it takes to be an inclusive leader? Developing six signature traits to master inclusive leadership. Strategic Hr Review, 22(3), 98-101.
  • Mathieu, J., & Zajac, D. (1990). A review of meta-analysis of the antecedents, correlates and consequences of organizational commitment. Psychological Bulletin, 108(2), 171-194.
  • McLeod, A. (2018). Diversity and inclusion in Australian policing: Where are we at and where should we go. Public Safety Leadership Research Focus, 5(2), 1-7.
  • Meyer, J. P., Stanley, D. J., Herscovitch, L., & Topolnytsky, L. (2002). Affective, continuance, and normative commitment to the organization: A meta-analysis of antecedents, correlates, and consequences. Journal of Vocational Behavior, 61(1), 20-52.
  • Najmaei, A. (2017). Revisiting the strategic leadership paradigm: A gender inclusive perspective. In S. Adapa & A. Sheridan (Ed), Inclusive leadership: negotiating gendered spaces. Springer.
  • Nembhard, I. M., & Edmondson, A. C. (2006). Making it safe: The effects of leader inclusiveness and professional status on psychological safety and improvement efforts in health care teams. Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 27(7), 941-966. https://doi.org/10.1002/job.413
  • Okçu, V., & Deviren, İ. (2020). Kapsayıcı liderlik ölçeğinin eğitim örgütleri için Türkçeye uyarlanması: Geçerlik ve güvenirlik çalışması. Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi (MSKU Journal of Education), 7(2), 180-192.
  • Özkan, V. (2008). İlköğretim okulunda görevli sınıf öğretmenlerinin bazı değişkenlere göre örgütsel bağlılık düzeyleri (Sakarya il örneği) [Yayımlanmamış yüksek lisans tezi]. Sakarya Üniversitesi, Sosyal Bilimler Enstitüsü.
  • Prime, J., Otterman, M., & Salib, E.R. (2014). Engaging men through inclusive leadership. In R.J. Burke and D.A. Major (Eds), Gender in Organizations. Edward Elgar Publishing, Cheltenham. https://doi.org/10.4337/9781781955703.00027
  • Porter, L. W., Steers, R. M., Mowday, R. T., & Boulian, P. V. (1974). Organizational commitment, job satisfaction, and turnover, among psychiatric technicians. Journal of Applied Psychology, 59(5), 603-609.
  • Qi, L., & Liu, B. (2017). Effects of inclusive leadership on employee voice behavior and team performance: The mediating role of caring ethical climate. Frontiers in Communication, 2(8). doi: 10.3389/fcomm.2017.00008
  • Qi, L., Liu, B., Wei, X., & Hu, Y. (2019). Impact of inclusive leadership on employee innovative behavior: Perceived organizational support as a mediator. PloS One, Public Library of Science, 14(2). https://doi.org/10.1371/journal.pone.0212091
  • Randel, A. E., Galvin, B. M., Shore, L. M., Ehrhart, K. H., Chung, B. G., Dean, M. A., & Kedharnath, U. (2018). Inclusive leadership: realizing positive outcomes through belongingness and being valued for uniqueness. Human Resource Management Review, 28(2), 190-203.
  • Rayner, S. (2009). Educational diversity and learning leadership: A proposition, some principles and a model of inclusive leadership?, Educational Review, 61(4), 433-447. https://doi.org/10.1080/00131910903404004
  • Redondo, R., Sparrow, P., & Hernandez-Lechuga, G. (2021). The effect of protean careers on talent retention: examining the relationship between protean career orientation, organizational commitment, job satisfaction and intention to quit for talented workers. The International Journal of Human Resource Management, 32(9), 2046-2069.
  • Ryan, J. (2006). Inclusive leadership and social justice for schools. Leadership and Policy in Schools, 5(1), 3-17. https://doi.org/10.1080/15700760500483995
  • Salib, E. R. (2014). A model of inclusion and inclusive leadership in the US [Doctoral dissertation]. Rutgers University-Graduate School-New Brunswick.
  • Schermelleh-Engel, K., & Moosbrugger H. (2003). Evaluating the fit of structural equation models: tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(8), 23-74.
  • Shuck, B., Relo, T.G., & Rocco, T.S. (2011). Employee engagement: an examination of antecedent and outcome variables. Human Resource Development International, 14(4), 427-445.
  • Shore, L. M., Randel, A. E., Chung, B. G., Dean, M. A., Holcombe Ehrhart, K., & Singh, G. (2011). Inclusion and diversity in work groups: A review and model for future research. Journal of management, 37(4), 1262-1289.
  • Sürücü, L., & Maslakçı, A. (2021). Kapsayıcı liderlik ölçeğinin Türkçeye uyarlanması: Geçerlik ve güvenirlik çalışması. Doğuş Üniversitesi Dergisi, 22(2), 201-215.
  • Şahin, O. (2022). Okul yöneticilerinin kapsayıcı liderlik davranışları ile rehber öğretmen/psikolojik danışmanların örgütsel mutluluk düzeyleri arasındaki ilişkinin incelenmesi [Yayımlanmamış yüksek lisans tezi]. Siirt Üniversitesi Sosyal Bilimler Enstitüsü.
  • Tavşancıl, E. (2002). Tutumların ölçülmesi ve SPSS ile veri analizi. Nobel Akademik Yayıncılık.
  • Üstüner, M. (2009). Öğretmenler için örgütsel bağlılık ölçeği: Geçerlik ve güvenirlik çalışması. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 10(1), 1-17.
  • Van Lange, P. A., Kruglanski, A.W., & Higgins, E. T. (2011). Handbook of theories of social psychology: Volume two. SAGE Publications, Thousand Oaks, CA.
  • Wang, Y. X., Yang, Y. J., Wang, Y., Su, D., Li, S. W., Zhang, T., & Li, H. P. (2019). The mediating role of inclusive leadership: Work engagement and innovative behaviour among Chinese head nurses. Journal of Nursing Management, 27, 688-696.
  • Wasserman, I. C., Gallegos, P. V., & Ferdman, B. M. (2008). Dancing with resistance: Leadership challenges in fostering a culture of inclusion. In K. M. Thomas (Ed), Diversity Resistance in Organizations (pp. 175-200). New York, NY: Taylor & Francis.
  • Xiaotao, Z., Yang, X., Diaz, I., & Yu, M. (2018). Is too much inclusive leadership a good thing? An examination of curvilinear relationship between inclusive leadership and employees’ task performance. International Journal of Manpower, 39(7), 882-895.
  • Yahaya, R., & Ebrahim, F. (2016). Leadership styles and organizational commitment: Literature review. Journal of Management Development, 35(2), 190-216.
  • Yasin, R., Jan, G., Huseynova, A., & Atif, M. (2023). Inclusive leadership and turnover intention: The role of follower– leader goal congruence and organizational commitment. Management Decision, 61(3), 589-609.
  • Zeng, H., Zhao, L., & Zhao, Y. (2020). Inclusive leadership and taking-charge behavior: Roles of psychological safety and thriving at work. Frontiers in Psychology, 11, Article 62. https://doi.org/10.3389/fpsyg.2020.00062
  • Zhu, W., Avolio, B.J., & Walumbwa, F.O. (2009). Moderating role of follower characteristics with transformational leadership and follower work engagement. Group and Organization Management, 34(5), 590-619.
There are 72 citations in total.

Details

Primary Language Turkish
Subjects Leadership
Journal Section Articles
Authors

Hatice Çağlıyan 0000-0001-7361-2452

Said Taş 0000-0002-3013-9084

Publication Date August 31, 2024
Submission Date June 4, 2024
Acceptance Date July 24, 2024
Published in Issue Year 2024

Cite

APA Çağlıyan, H., & Taş, S. (2024). Kapsayıcı Liderliğin Öğretmenlerin Örgütsel Bağlılıklarına Etkisi. Uluslararası Liderlik Çalışmaları Dergisi: Kuram Ve Uygulama, 7(2), 113-132. https://doi.org/10.52848/ijls.1495747