Araştırma Makalesi
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Öğretmen Performansı, Örgütsel Sadakat, Karizmatik Liderlik Arasındaki İlişki

Yıl 2024, Sayı: 54, 105 - 118, 26.09.2024
https://doi.org/10.33418/education.1449522

Öz

Bu çalışmanın amacı, öğretmen performansı, örgütsel sadakat ve karizmatik liderlik arasındaki ilişkiyi Ankara ilindeki kamu ilköğretim okullarında çalışan öğretmenlerin görüşleri doğrultusunda incelemektir. Çalışmada nicel araştırma yaklaşımı ile ilişkisel tarama modeli kullanılmıştır. Çalışma örneklemini belirlemek için tabakalı örnekleme yöntemi kullanılmıştır. Buna göre, örneklem 2020-2021 akademik yılında Ankara’da görev yapan 514 öğretmenden oluşmuştur. Çalışma verilerini analiz etmek için betimsel istatistikler, Pearson korelasyonu ve yapısal eşitlik modellemesi kullanılmıştır. Çalışmanın bulguları karizmatik liderliğin örgütsel bağlılığı, örgütsel bağlılığın ise öğretmen performansını istatiksel olarak anlamlı bir şekilde doğrudan etkilediğini göstermektedir. Bunun yanı sıra, öğretmen performansı ile karizmatik liderlik arasındaki ilişkide örgütsel sadakatin aracılık rolü olduğu ortaya çıkmıştır. Araştırma bulguları literatürdeki önceki bulgularla ilişkilendirilerek tartışılmış ve bulgulara dayanarak bazı öneriler sunulmuştur.

Kaynakça

  • Akman, Y. (2017). Examining the relations between organizational attraction, organisational image and organisational loyalty: An investigation with teachers. [Unpublished doctoral dissertation, Hacettepe University]. YÖK.
  • Allen, N. J., & Meyer, J. P. (1996). Affective, continuance, and normative commitment to the organization: An examination of construct validity. Journal of Vocational Behavior, 49(3), 252-276.
  • Arabacı, İ. B. (2014). Okul müdürlerinin karizmatik liderlik özellikleri ile öğretmenlerin örgütsel bağliliklari arasindaki ilişki. Turkish Journal of Educational Studies, 1(1), 192-221.
  • Arifin, H. M. (2015). The influence of competence, motivation, and organisational culture to high school teacher job satisfaction and performance. International Education Studies, 8(1), 38-45.
  • Barnard, C. I. (1938). The functions of the executive. Harvard University Press.
  • Barrick, M. R., Mount, M. K., & Judge, T. A. (2001). Personality and performance at the beginning of the new millennium: What do we know and where do we go next? International Journal of Selection and Assessment, 9(1-2), 9-30.
  • Bass, B., & Bass, R. (2008). The Bass handbook of leadership: Theory, research and managerial application. Simon & Schuster.
  • Borman, W. C., & Motowidlo, S. J. (1997). Task performance and contextual performance: The meaning for personnel selection research. Human Performance, 10(2), 99-109.
  • Bush, T. (2006). Theories of educational management. International Journal of Educational Leadership Preparation, 1(2), 2.
  • Conger, J. A., & Kanungo, R. N. (1987). Toward a behavioral theory of charismatic leadership in organizational settings. Academy of Management Review, 12(4), 637-647.
  • Conger, J. A., & Kanungo, R. N. (1988). Charismatic Leadership, the elusive factor in organisational effectiveness. Jossey-Bass.
  • Conger, J. A., & Kanungo, R. N. (1994). Charismatic leadership in organizations: Perceived behavioral attributes and their measurement. Journal of Organizational Behavior, 15(5), 439-452.
  • Conger, J. A., Kanungo, R. N., Menon, S. T., & Mathur, P. (1997). Measuring charisma: dimensionality and validity of the Conger‐Kanungo scale of charismatic leadership. Canadian Journal of Administrative Sciences, 14(3), 290-301.
  • Darling-Hammond, L. (2000). Teacher quality and student achievement. Education Policy Analysis Archives, 8(1), 1-44.
  • Dooley, R. S., & Fryxell, G. E. (1999). Attaining decision quality and commitment from dissent: The moderating effects of loyalty and competence in strategic decision-making teams. The Academy of Management Journal, 42(4), 389-402.
  • Eberts, R., Hollenbeck, K., & Stone, J. (2002). Teacher performance incentives and student outcomes. Journal of Human Resources, 913-927.
  • Emerson, R. M. (1976). Social exchange theory. Annual Review of Sociology, 2, 335-362.
  • Farrell, D., & Rusbult, C. (1985). Understanding the retention function: A model of the causes of exit, voice, loyalty, and neglect behaviors. Personnel Administrator, 30(4), 129-140.
  • Fitria, H. (2018). The influence of organizational culture and trust through the teacher performance in the private secondary school in Palembang. International Journal of Scientific & Technology Research, 7(7), 82-86.
  • Gündüz, F. P. (2021). Teachers’ views on the relationship between charismatic leadership and organizational loyalty. (Unpublished MA dissertation). Hacettepe University, Institute of Educational Sciences, Ankara.
  • Hayes, A.F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. The Guilford Press.
  • Hidayati, T., Lestari, D., Maria, S., & Zainurossalamia, S. (2019). Effect of employee loyalty and commitment on organizational performance with considering role of work stress. Polish Journal of Management Studies, 20, 256-266.
  • Hirschman, A. (1970). Exit, voice and loyalty. Harvard University Press.
  • Hofstede, G. (1980). Culture and organizations. International Studies of Management & Organization, 10(4), 15-41.
  • Hoy, W. K., & Rees, R. (1974). Subordinate loyalty to immediate superior: A neglected concept in the study of educational administration. Sociology of Education, 7(2), 268-286.
  • House, R. J., & Howell, J. M. (1992). Personality and charismatic leadership. The Leadership Quarterly, 3(2), 81-108.
  • Khan, M., Daniyal, M., & Ashraf, M. Z. (2020). The relationship between monetary incentives and job performance: Mediating role of employee loyalty. Educational Research 2(6), 12-21.
  • Kılıç, M. Y. (2019). Okullarda yöneticinin sağladığı etik iklimin, örgütsel bağlılık ve öğretmen performansına etkisi. Cumhuriyet Uluslararası Eğitim Dergisi, 8(3), 807- 836.
  • Kim, S. H., Bang, W. S., & Wee, K. H. (2020). Effect relationships among coaching leadership, job satisfaction, trust, and organizational loyalty. Asia- pacific Journal of Convergent Research Interchange, FuCoS, ISSN, 2508-9080.
  • Kyriakides, L., & Creemers, B. P. (2008). Using a multidimensional approach to measure the effectiveness of teachers. School Effectiveness and School Improvement, 19(2), 175-197.
  • Leithwood, K., & Jantzi, D. (2005). Transformational leadership. The Essentials of School Leadership, 31, 43.
  • Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning. Review of research. The Wallace Foundation.
  • Limon, İ. (2019). The relationship among change fatigue, demoralization in educational policy context and job performance in educational organizations. (Unpublished doctoral dissertation). Bolu Abant İzzet Baysal University, Institute of Educational Sciences, Bolu.
  • Martin, J. (2018). Putting the spotlight on teacher performance. The UNICEF Education Think Piece Series, 35.
  • Mathieu, John E. & Zajac, Denis M. (1990), A review and meta-analysis of the antecedents, correlates, and consequences of organizational commitment. Psychological Bulletin, 108(2), 171-194.
  • Miskel, C. G., Fevurly, R., & Stewart, J. (1979). Organizational structures and processes, perceived school effectiveness, loyalty, and job satisfaction. Educational Administration Quarterly, 15(3), 97-118.
  • Özdemir, M. (2014). Eğitim örgütlerinde insan kaynakları yönetimi. Anı.
  • Özdemir, M., Abaslı, K., Mavi, D., Tuti, G., & Karataş, E. (2023). School and teacher level predictors of organizational loyalty in an era of school reform. Asia Pacific Education Review, 1-16.
  • Özdemir, M., & Gören, S. Ç. (2017). Psikolojik güçlendirme, liderlik uyumu ve öğretmen performansı ilişkisinde örgütsel bağlılığın aracı rolü. İlköğretim Online, 16(1), 342-353. http://dx.doi.org/10.17051/io.2017.47449
  • Özgenel, M., & Mert, P. (2019). The role of teacher performance in school effectiveness. International Journal of Education Technology and Scientific Researches, 4(10), 417–434
  • Patrick, J., & Smart, R. M. (1998). An empirical evaluation of teacher effectiveness: The emergence of three critical factors. Assessment & Evaluation in Higher Education, 23(2), 165-178.
  • Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children’s success in the first years of school. School Psychology Review, 33(3), 444-458.
  • Pulakos, E. D., Arad, S., Donovan, M. A., & Plamondon, K. E. (2000). Adaptability in the workplace: Development of a taxonomy of adaptive performance. Journal of Applied Psychology, 85(4), 612-624.
  • Sazkaya, M. K., & Dede, Y. E. (2018). The mediating role of employee loyalty between employee empowerment and employee innovative behavior: A study from Teknopark Istanbul. Çankırı Karatekin Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 8(1), 55-82.
  • Triwahyuni, L., Abdullah, T., & Sunaryo, W. (2014). The Effect of Organizational Culture, Transformational Leadership and Self-Confidence to Teachers' Performance. International Journal of Managerial Studies and Research, 2(10), 156-165. Taylor, E. S., & Tyler, J. H. (2012). The effect of evaluation on teacher performance. American Economic Review, 102(7), 3628-3651.
  • Tuti, G., & Özdemir, M. (2024). Karizmatik liderlik, lidere güven ve duygusal emeğe yönelik öğretmen görüşleri: Trabzon ili örneği. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 61, 164-186.
  • Xu, B., Chen, N. S., & Chen, G. (2020). Effects of teacher role on student engagement in WeChat-Based online discussion learning. Computers & Education, 157, 103956.
  • Vuong, B., Tung, D., Tushar, H., Quan, T., & Giao, H. (2021). Determinates of factors influencing job satisfaction and organizational loyalty. Management Science Letters, 11(1), 203-212.
  • Wahyuni, D. U., Christiananta, B., & Eliyana, A. (2014). Influence of organizational commitment, transactional leadership, and servant leadership to the work motivation, work satisfaction and work performance of teachers at private senior high schools in Surabaya. Educational Research International, 3(2), 82-96.
  • Wu, M., & Wang, J. (2012). Developing a charismatic leadership model for Chinese organizations: The mediating role of loyalty to supervisors. The International Journal of Human Resource Management, 23(19), 4069-4084.
  • Yonghong, C., & Chongde, L. (2006). Theory and practice on teacher performance evaluation. Frontiers of Education in China, 1(1), 29-39.

Relationship among Teacher Performance, Organizational Loyalty, Charismatic Leadership

Yıl 2024, Sayı: 54, 105 - 118, 26.09.2024
https://doi.org/10.33418/education.1449522

Öz

This study aims at examining the multidimensional relationships between teacher performance, organizational loyalty and charismatic leadership based on the opinions of primary teachers who were working in public schools in Ankara. The study utilized a quantitative research methodology with a correlational survey design. We used the stratified sampling method to determine the study sample. Accordingly, the sample consisted of 514 teachers working during the 2020-2021 Academic Year in Ankara. We used descriptive statistics, Pearson correlation and structural equation modelling to analyze the study data. The study findings revealed that charismatic leadership had a statistically significant direct impact on organizational loyalty, whereas organizational loyalty had a statistically significant direct impact on teacher performance. Furthermore, we found out that charismatic leadership indirectly affected teacher performance via the mediation of organizational loyalty. We discussed the study findings based on the related literature and offered some suggestions relying on the findings.

Kaynakça

  • Akman, Y. (2017). Examining the relations between organizational attraction, organisational image and organisational loyalty: An investigation with teachers. [Unpublished doctoral dissertation, Hacettepe University]. YÖK.
  • Allen, N. J., & Meyer, J. P. (1996). Affective, continuance, and normative commitment to the organization: An examination of construct validity. Journal of Vocational Behavior, 49(3), 252-276.
  • Arabacı, İ. B. (2014). Okul müdürlerinin karizmatik liderlik özellikleri ile öğretmenlerin örgütsel bağliliklari arasindaki ilişki. Turkish Journal of Educational Studies, 1(1), 192-221.
  • Arifin, H. M. (2015). The influence of competence, motivation, and organisational culture to high school teacher job satisfaction and performance. International Education Studies, 8(1), 38-45.
  • Barnard, C. I. (1938). The functions of the executive. Harvard University Press.
  • Barrick, M. R., Mount, M. K., & Judge, T. A. (2001). Personality and performance at the beginning of the new millennium: What do we know and where do we go next? International Journal of Selection and Assessment, 9(1-2), 9-30.
  • Bass, B., & Bass, R. (2008). The Bass handbook of leadership: Theory, research and managerial application. Simon & Schuster.
  • Borman, W. C., & Motowidlo, S. J. (1997). Task performance and contextual performance: The meaning for personnel selection research. Human Performance, 10(2), 99-109.
  • Bush, T. (2006). Theories of educational management. International Journal of Educational Leadership Preparation, 1(2), 2.
  • Conger, J. A., & Kanungo, R. N. (1987). Toward a behavioral theory of charismatic leadership in organizational settings. Academy of Management Review, 12(4), 637-647.
  • Conger, J. A., & Kanungo, R. N. (1988). Charismatic Leadership, the elusive factor in organisational effectiveness. Jossey-Bass.
  • Conger, J. A., & Kanungo, R. N. (1994). Charismatic leadership in organizations: Perceived behavioral attributes and their measurement. Journal of Organizational Behavior, 15(5), 439-452.
  • Conger, J. A., Kanungo, R. N., Menon, S. T., & Mathur, P. (1997). Measuring charisma: dimensionality and validity of the Conger‐Kanungo scale of charismatic leadership. Canadian Journal of Administrative Sciences, 14(3), 290-301.
  • Darling-Hammond, L. (2000). Teacher quality and student achievement. Education Policy Analysis Archives, 8(1), 1-44.
  • Dooley, R. S., & Fryxell, G. E. (1999). Attaining decision quality and commitment from dissent: The moderating effects of loyalty and competence in strategic decision-making teams. The Academy of Management Journal, 42(4), 389-402.
  • Eberts, R., Hollenbeck, K., & Stone, J. (2002). Teacher performance incentives and student outcomes. Journal of Human Resources, 913-927.
  • Emerson, R. M. (1976). Social exchange theory. Annual Review of Sociology, 2, 335-362.
  • Farrell, D., & Rusbult, C. (1985). Understanding the retention function: A model of the causes of exit, voice, loyalty, and neglect behaviors. Personnel Administrator, 30(4), 129-140.
  • Fitria, H. (2018). The influence of organizational culture and trust through the teacher performance in the private secondary school in Palembang. International Journal of Scientific & Technology Research, 7(7), 82-86.
  • Gündüz, F. P. (2021). Teachers’ views on the relationship between charismatic leadership and organizational loyalty. (Unpublished MA dissertation). Hacettepe University, Institute of Educational Sciences, Ankara.
  • Hayes, A.F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. The Guilford Press.
  • Hidayati, T., Lestari, D., Maria, S., & Zainurossalamia, S. (2019). Effect of employee loyalty and commitment on organizational performance with considering role of work stress. Polish Journal of Management Studies, 20, 256-266.
  • Hirschman, A. (1970). Exit, voice and loyalty. Harvard University Press.
  • Hofstede, G. (1980). Culture and organizations. International Studies of Management & Organization, 10(4), 15-41.
  • Hoy, W. K., & Rees, R. (1974). Subordinate loyalty to immediate superior: A neglected concept in the study of educational administration. Sociology of Education, 7(2), 268-286.
  • House, R. J., & Howell, J. M. (1992). Personality and charismatic leadership. The Leadership Quarterly, 3(2), 81-108.
  • Khan, M., Daniyal, M., & Ashraf, M. Z. (2020). The relationship between monetary incentives and job performance: Mediating role of employee loyalty. Educational Research 2(6), 12-21.
  • Kılıç, M. Y. (2019). Okullarda yöneticinin sağladığı etik iklimin, örgütsel bağlılık ve öğretmen performansına etkisi. Cumhuriyet Uluslararası Eğitim Dergisi, 8(3), 807- 836.
  • Kim, S. H., Bang, W. S., & Wee, K. H. (2020). Effect relationships among coaching leadership, job satisfaction, trust, and organizational loyalty. Asia- pacific Journal of Convergent Research Interchange, FuCoS, ISSN, 2508-9080.
  • Kyriakides, L., & Creemers, B. P. (2008). Using a multidimensional approach to measure the effectiveness of teachers. School Effectiveness and School Improvement, 19(2), 175-197.
  • Leithwood, K., & Jantzi, D. (2005). Transformational leadership. The Essentials of School Leadership, 31, 43.
  • Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning. Review of research. The Wallace Foundation.
  • Limon, İ. (2019). The relationship among change fatigue, demoralization in educational policy context and job performance in educational organizations. (Unpublished doctoral dissertation). Bolu Abant İzzet Baysal University, Institute of Educational Sciences, Bolu.
  • Martin, J. (2018). Putting the spotlight on teacher performance. The UNICEF Education Think Piece Series, 35.
  • Mathieu, John E. & Zajac, Denis M. (1990), A review and meta-analysis of the antecedents, correlates, and consequences of organizational commitment. Psychological Bulletin, 108(2), 171-194.
  • Miskel, C. G., Fevurly, R., & Stewart, J. (1979). Organizational structures and processes, perceived school effectiveness, loyalty, and job satisfaction. Educational Administration Quarterly, 15(3), 97-118.
  • Özdemir, M. (2014). Eğitim örgütlerinde insan kaynakları yönetimi. Anı.
  • Özdemir, M., Abaslı, K., Mavi, D., Tuti, G., & Karataş, E. (2023). School and teacher level predictors of organizational loyalty in an era of school reform. Asia Pacific Education Review, 1-16.
  • Özdemir, M., & Gören, S. Ç. (2017). Psikolojik güçlendirme, liderlik uyumu ve öğretmen performansı ilişkisinde örgütsel bağlılığın aracı rolü. İlköğretim Online, 16(1), 342-353. http://dx.doi.org/10.17051/io.2017.47449
  • Özgenel, M., & Mert, P. (2019). The role of teacher performance in school effectiveness. International Journal of Education Technology and Scientific Researches, 4(10), 417–434
  • Patrick, J., & Smart, R. M. (1998). An empirical evaluation of teacher effectiveness: The emergence of three critical factors. Assessment & Evaluation in Higher Education, 23(2), 165-178.
  • Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children’s success in the first years of school. School Psychology Review, 33(3), 444-458.
  • Pulakos, E. D., Arad, S., Donovan, M. A., & Plamondon, K. E. (2000). Adaptability in the workplace: Development of a taxonomy of adaptive performance. Journal of Applied Psychology, 85(4), 612-624.
  • Sazkaya, M. K., & Dede, Y. E. (2018). The mediating role of employee loyalty between employee empowerment and employee innovative behavior: A study from Teknopark Istanbul. Çankırı Karatekin Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 8(1), 55-82.
  • Triwahyuni, L., Abdullah, T., & Sunaryo, W. (2014). The Effect of Organizational Culture, Transformational Leadership and Self-Confidence to Teachers' Performance. International Journal of Managerial Studies and Research, 2(10), 156-165. Taylor, E. S., & Tyler, J. H. (2012). The effect of evaluation on teacher performance. American Economic Review, 102(7), 3628-3651.
  • Tuti, G., & Özdemir, M. (2024). Karizmatik liderlik, lidere güven ve duygusal emeğe yönelik öğretmen görüşleri: Trabzon ili örneği. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 61, 164-186.
  • Xu, B., Chen, N. S., & Chen, G. (2020). Effects of teacher role on student engagement in WeChat-Based online discussion learning. Computers & Education, 157, 103956.
  • Vuong, B., Tung, D., Tushar, H., Quan, T., & Giao, H. (2021). Determinates of factors influencing job satisfaction and organizational loyalty. Management Science Letters, 11(1), 203-212.
  • Wahyuni, D. U., Christiananta, B., & Eliyana, A. (2014). Influence of organizational commitment, transactional leadership, and servant leadership to the work motivation, work satisfaction and work performance of teachers at private senior high schools in Surabaya. Educational Research International, 3(2), 82-96.
  • Wu, M., & Wang, J. (2012). Developing a charismatic leadership model for Chinese organizations: The mediating role of loyalty to supervisors. The International Journal of Human Resource Management, 23(19), 4069-4084.
  • Yonghong, C., & Chongde, L. (2006). Theory and practice on teacher performance evaluation. Frontiers of Education in China, 1(1), 29-39.
Toplam 51 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Yönetimi
Bölüm Araştırma Makaleleri
Yazarlar

Sakine Sincer 0000-0001-8929-3652

Murat Özdemir 0000-0002-1166-6831

Erken Görünüm Tarihi 26 Eylül 2024
Yayımlanma Tarihi 26 Eylül 2024
Gönderilme Tarihi 8 Mart 2024
Kabul Tarihi 2 Ağustos 2024
Yayımlandığı Sayı Yıl 2024 Sayı: 54

Kaynak Göster

APA Sincer, S., & Özdemir, M. (2024). Relationship among Teacher Performance, Organizational Loyalty, Charismatic Leadership. Educational Academic Research(54), 105-118. https://doi.org/10.33418/education.1449522

Content of this journal is licensed under a Creative Commons Attribution NonCommercial 4.0 International License

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