Kapsayıcı Liderliğin Öğretmenlerin Örgütsel Bağlılıklarına Etkisi

Year 2024, Volume: 7 Issue: 2, 113 - 132, 31.08.2024

Hatice Çağlıyan , Said Taş

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.

Keywords

Liderlik, Kapsayıcı Liderlik, Öğretmenler İçin Örgütsel Bağlılık

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.

The Effect of Inclusive Leadership on Teachers' Organisational Commitment

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.

Keywords

Leadership, Inclusive Leadership, Organisational Commitment for Teachers

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