The Relationship Between School Principals' Leadership and Teachers' Organisational Commitment: A Systematic Review

Yıl 2019, Cilt: 8 Sayı: 1, 1 - 31, 01.02.2019

Mahmut Polatcan Ramazan Cansoy

https://doi.org/10.14686/buefad.441189

Öz

The aim of this study is
to conduct a systematic review of studies on the relationship between school
principals' leadership behaviours and teachers' organisational commitment. For
this purpose, 23 research articles indexed in WOS, ERIC, EBSCO, SCOPUS and
ULAKBİM databases between 2000-2017 in the Turkish context and selected through
certain criteria were collected for analysis. According to the results of the
studies examined, as school principals performed a higher level of leadership
behaviours, teachers' level of commitment to their schools increased. The
leadership behaviours that were prominent in these studies were having a common
objective and vision in school, forming a culture of cooperation, enhancing
communication and interaction, showing interest and appreciation of
individuals, supportive and constructive behaviours, being fair, creating a
working culture based on respect and trust, sharing responsibilities, and
managing and maintaining change in school. Moreover, in the studies, school
principals' organisational commitment was reported to be positively related to
transformational leadership, servant leadership and ethical leadership
behaviours. These leadership behaviours were also found to be important
predictors of organisational commitment. 

Anahtar Kelimeler

Organizational commitment, Leadershp behaviour, Systematic review

Okul Müdürü Liderliği ve Öğretmen Bağlılığı İlişkisi: Sistematik Bir Derleme

Öz

Bu araştırmanın amacı okul müdürlerinin liderlik davranışları ile öğretmenlerin örgütsel bağlılığı arasındaki ilişkilere yönelik yürütülmüş çalışmaların sistematik açıdan analizini yapmaktır. Bu amaçla Türkiye örnekleminde 2000-2017 yılları arasında WOS, ERIC, EBSCO, SCOPUS, ULAKBİM dizinleri ve veri tabanlarında taranan ve belirli kriterlere göre seçilen 23 makale çalışması değerlendirmeye alınmıştır. Sonuç olarak incelenen makalelerde, okul müdürlerinin daha yüksek düzeyde liderlik davranışları göstermeleriyle birlikte öğretmenlerin okullarına olan bağlılıklarının arttığı sonucuna ulaşılmıştır. Çalışmalarda öne çıkan liderlik davranışları okulda ortak amaç ve vizyona sahip olma, iş birliği kültürü oluşturma, iletişim ve etkileşimi artırma, bireylere ilgi gösterme ve değer verme, destekleyici ve geliştirici davranışlar, adaletli olma, saygı ve güven temelli çalışma kültürü oluşturma, sorumluluğu paylaşma, okulda değişimi yönetme ve sürdürme olarak tespit edilmiştir. Öte yandan incelenen çalışmalarda okul müdürlerinin örgütsel bağlılıklarıyla dönüşümcü liderlik, hizmetkâr liderlik ve etik liderlik davranışlarının pozitif yönde ilişkili olduğu bulunmuştur. Bununla birlikte bu liderlik davranışlarının örgütsel bağlılığın önemli yordayıcıları olduğu görülmüştür.

Anahtar Kelimeler

örgütsel bağlılık, liderlik davranışı, sistematik derleme

Kaynakça

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• Reviewed Articles
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• Arabacı, İ. B. (2014). Okul müdürlerinin karizmatik liderlik özellikleri ile öğretmenlerin örgütsel bağlılıkları arasındaki ilişki [The relationship between school principals’ charismatic leadership skills and teachers’ organisational commitment]. Turkish Journal of Educational Studies, 1(1), 192-221.
• Ayık, A., Yücel, E., & Savaş, M. (2014). Öğretmenlerin örgütsel bağlılıklarının yordayıcısı olarak okul yöneticilerinin etik liderlik davranışları [School administrators’ ethical leadership behaviours as predictors of teachers’ organisational commitment]. Dumlupınar University Journal of Social Sciences, (42), 27-36.
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• Bozkuş, K., & Gündüz, Y. (2016). Ruhsal liderlik ile örgütsel bağlılık arasındaki ilişkinin modellenmesi [Modelling the relationship between spiritual leadership and organisational commitment]. Kastamonu Education Journal, 24(1), 405-420.
• Buluç, B. (2009). Sınıf öğretmenlerinin algılarına göre okul müdürlerinin liderlik stilleri ile örgütsel bağlılık arasındaki ilişki [The relationship between school principals’ leadership styles and organisational commitment based on elementary school teachers’ perceptions]. Educational Administration: Theory and Practice, 57(57), 5-34.
• Cerit, Y. (2010). The effects of servant leadership on teachers’ organizational commitment in primary schools in Turkey. International Journal of Leadership in Education, 13(3), 301-317.
• Çağrıcı, D. Ç., & Savaş, A. C. (2016). İlkokul ve ortaokul müdürlerinin değişim liderliği davranışları ile öğretmenlerin örgütsel bağlılıkları arasındaki ilişki [The relationship between elementary and middle school principals’ leadership behaviours and teachers’ organisational commitment]. Journal of Human Sciences, 13(1), 621-631.Çetin, Ö., & Aydın, B. (2012). Ortaöğretim okulu yöneticilerinin dönüşümsel liderlik özelliklerinin öğretmenlerin örgütsel bağlılıklarına etkisi [The effect of high school administrators’ transformational leadership behaviours on teachers’ organisational commitment]. Mustafa Kemal University Journal of Social Sciences, 9(19), 331-342.
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• Madenoğlu, C., Uysal, Ş., Sarıer, Y., & Banoğlu, K. (2014). Okul müdürlerinin etik liderlik davranışları ile öğretmenlerin iş doyumlarının örgütsel bağlılıkla ilişkisi [The relationship of school principals’ ethical leadership behaviours and teachers’ job satisfaction with organisational commitment]. Educational Administration: Theory and Practice, 20(1), 47-69.
• Okçu, V. (2014). Ortaöğretim okulu yöneticilerinin etik liderlik davranışları ile öğretmenlerin örgütsel bağlılıkları arasındaki ilişki [The relationship between high school administrators’ ethical leadership behaviours and teachers’ organisational commitment Educational Administration: Theory and Practice, 20(4), 501-524.
• Teyfur, M. (2015). Ortaokul yöneticilerinin kültürel liderlik rollerini gerçekleştirme düzeyleri ile öğretmenlerin örgütsel bağlılığı arasındaki ilişki (Erzurum il örneği) [The relationship between high school administrators’ levels of achieving cultural leadership roles and teachers organisational commitment (Case of Erzurum province)]. Journal of Human Sciences, 12(2), 1002-1025.
• Uğurlu, C. T., Sincar, M., & Çınar, K. (2013). Ortaöğretim okulu öğretmenlerinin örgütsel bağlılık düzeylerine yöneticilerinin etik liderlik davranışlarının etkisi [The effect of administrators’ ethical leadership behaviours on high school teachers’ organisational commitment]. Erzincan University Journal of Education, 15(1), 266-281.Uğurlu, C. T., & Üstüner, M. (2011). Öğretmenlerin örgütsel bağlılık düzeylerine yöneticilerinin etik liderlik ve örgütsel adalet davranışlarının etkisi [The effect of administrators’ ethical leadership and organisational justice behaviours on teachers’ organisational commitment]. Hacettepe University Journal of Educationi, 41, 434-448.
• Uslu, B., & Beycioğlu, K. (2013). İlköğretim okulu öğretmenlerinin örgütsel bağlılıkları ile müdürlerin paylaşılan liderlik rolleri arasındaki ilişki [The relationship between elementary school teachers’ organisational commitment and principals’ shared leadership roles]. Ondokuz Mayıs University Journal of Education, 32(2), 323-345.
• Uygur, M., & Yıldırım, A. (2011). İlköğretim okulu yöneticilerinin kültürel liderlik rolleri ile öğretmenlerin örgütsel bağlılığı arasındaki ilişki [The relationship between elementary school administrators’ cultural leadership roles and teachers’ organisational commitment]. The Journal of The Industrial Arts Education Faculty of Gazi University, 27, 72-81.
• Yaman, E., & Ezer, Ö. (2015). Öğretmen algılarına göre ortaokul müdürlerinin öğretimsel liderlik davranışları ile öğretmenlerin örgütsel bağlılıkları arasındaki ilişki [The relationship between middle school principals’ instructional leadership behaviours and teachers’ organisational commitment based on teacher perceptions]. Journal of Bayburt Education Faculty, 10(1), 39-54.
• Yetim, Z. (2016). İlköğretim kurumlarında dağıtımcı liderlik ile örgütsel bağlılık arasındaki ilişki (Seydikemer örneği) [The relationship between distributive leadership and organisational commitment in elementary schools (Case of Seydikemer district]. Journal of International Social Research, 9(43), 1565-1572.