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Eğitim Kurumları Bağlamında Liderlik ve Örgütsel Bağlılık: Meta Analitik Bir Değerlendirme

Yıl 2017, Cilt , Sayı 31, 719 - 728, 01.08.2017
https://doi.org/10.14582/DUZGEF.1822

Öz

Bu meta-analitik değerlendirme çalışmasının amacı, okul müdürlerinin liderlik stilleri ve öğretmen bağlılığı arasındaki ilişkinin gücünü Türkiye bağlamında belirlemek ve bu ilişkiyi etkileyen değişkenlere ilişkin değerlendirmelerde bulunmaktır. Veri setinde bulunan sekiz adet çalışmanın sonuçlarından bir senteze ulaşmak için meta analiz yöntemi kullanılmıştır. Bu meta-analiz değerlendirmesinde analizler, liderlik ve öğretmen bağlılığı arasındaki ilişkiyi inceleyen ve Türkiye’de 2007-2012 yılları arasında yapılmış 8 bağımsız çalışma üzerinden yürütülmüştür. Sonuç olarak, okul müdürlerinin liderlik stilleri ve öğretmen bağlılığı arasındaki ilişkinin zayıf düzeyde anlamlı olduğu ortaya çıkmıştır. Genel anlamda, bu iki değişken arasında pozitif yönde bir ilişki olduğu bilinmektedir. Bu ilişki eğitim kurumlarında da söz konusudur. Bu noktada literatür tarama sürecindeki gözlemelerimizden, eğitim kurumlarında liderlik ve bağlılık arasındaki ilişkinin gücünün zayıf ya da orta düzeyde iken, işletme örgütlerinde genellikle liderin davranış tarzı ile üyelerin örgütsel bağlılık düzeyleri arasında yüksek düzeyde ilişki olduğu gözlenmiştir. Bu konu derinlemesine araştırılabilir. Moderatör değişkenlere göre ise her ne kadar istatistiksel yönden anlamlı farklar çıkmasa da etki büyüklükleri incelendiğinde, çoğu çalışmada olduğu gibi dönüşümcü ve öğretimsel liderlik stili ile bağlılık arasında diğer stillere göre daha yüksek bir ilişki olduğundan söz edilebilir. Üçüncü düzey sosyo ekonomiye sahip eğitim bölgelerinde liderlik ve öğretmen bağlılığı arasındaki ilişki diğer düzeylere göre daha düşüktür. Son olarak, bireysel davranış düzeyleri liderlik ve öğretmen bağlılığı arasındaki ilişkiyi örgütsel davranış düzeylerine göre daha fazla etkilemektedir.

Kaynakça

  • An asterisk (*) means that the article, manuscript, thesis or dissertation was included in the meta-analysis.
  • Allen, N. J. & Meyer, J. P. (1990). The measurement and antecedents of affective, continuance and normative commitment to the organization. Journal of Occupational Psychology, 63 (1), 1–18.
  • Allen, N.J. ve 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.
  • *Atar, G. (2009). İlköğretim öğretmenlerinin örgütsel adanmışlıkları ile müdürlerin liderlik davranışlarını algılamaları arasındaki ilişki (İstanbul ili Anadolu yakası örneği) [The correlation between teachers organizational devotion and directors leadership behaviors]. Unpublished Master’s Thesis, Maltepe Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul.
  • Avolio B. J., Zhu, W., Koh, W., & Bhatia, P. (2004). Transformational leadership and organizational commitment: mediating role of psychological empowerment and moderating role of structural distance. Journal of Organizational Behavior, 25, 951- 968.
  • Avolio, B. J. (1999). Full leadership development: Building the vital forces in organizations. Thousand Oaks, CA: Sage.
  • Avolio, B. J., & Bass, B. M. (1991). The full range of leadership development: Basic and advanced manuals. Binghamton, NY: Bass, Avolio, & Associates.
  • Bass, B. M. (1985). Leadership and performance beyond expectations. New York: Free Press.
  • Bass, B. M., & Avolio, B. J. (1994). Improving organizational effectiveness through transformational leadership. Thousand Oaks, CA: Sage.
  • Bass, B. M., & Riggio, R. E. (2006). Transformational Leadership. Second Edition. Lawrence Erlbaum Associates, Publishers, Mahwah, New Jersey.
  • Borenstein, M., Hedges, L. V., Higgins, J. P. T. & Rothstein, H. R. (2009). Introduction to meta-analysis. John Wiley & Sons, Ltd. New York City, United States.
  • *Buluç, B. (2009). Sınıf öğretmenlerinin algılarına göre okul müdürlerinin liderlik stilleri ile örgütsel bağlılık arasındaki ilişki [The relationships between organizational commitment and leadership styles of principals based on elementary school teacher’s perceptions]. Kuram ve Uygulamada Eğitim Yönetimi, 15 (57), 5- 34.
  • Burns, J. M. (1978). Leadership. New York: Harper & Row.
  • *Cevahiroğlu, E. (2012). İlköğretim branş öğretmenlerinin algıladıkları liderlik davranışları ile örgütsel bağlılık arasındaki ilişki (İstanbul ili Bayrampaşa İlçesi örneği) [The relationship between perceived leadership behaviors and organizational commitment levels of primary school branch teachers]. Yeditepe Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul.
  • *Cokluk, O., & Yilmaz, K., (2010). The relationship between leadership behavior and organizational commitment in Turkish primary schools. Bilig, (54), 75-90.
  • Chen, C. C. (1995). A study of the relationship between manager’s leadership style and employee’s communication and organizational commitment: The case of chemical industry in Taiwan. Unpublished Master’ s Thesis, National ChengKung University, Tainan, Taiwan.
  • Chow, I. H. (1994). Organizational commitment and career development of chinese managers In Hong Kong and Taiwan. The International Journal of Career Management, 6 (4), 3 - 9.
  • Dale, K. & Fox, M. (2008). Leadership style and organizational commitment: Mediating effect of role stres. Journal of Managerial Issues, 20 (1), 109-130.
  • Field, A. (2009). Discovering Statistics Using SPSS. Third Edition. SAGE Publications Inc. Thousand Oaks, California.
  • Firestone, W, A. ve Pennell, J. R. (1993). Teacher commitment, working conditions and differential incentive policies. Review of Educational Research, 63 (4), 489-525.
  • Firestone, W., & Rosenblum, S. (1988). Building commitment in urban high schools. Educational Evaluation and Policy Analysis, 10, 285-299.
  • Glass, G. & Smith, M. (1979). Meta-analysis of research on the relationship of class-size and achievement, Educational Evaluation and Policy Analysis, 1, 2-16.
  • Higgins, J.P.T. & Green, S. (Ed.) (2011). Cochrane handbook for systematic reviews of interventions 5.1.0. The Cochrane Collaboration, Retrieved from www.cochrane-handbook.org
  • Hopkins, D. (2001). School improvement for real. London: Falmer.
  • Huang, M.T., (2011). The relationship between headmasters’ leadership behaviour and teachers commitment in primary schools in the district of sarikei, Sarawak. Procedia - Social and Behavioral Sciences, 29, 1725 – 1732
  • Jackson, T.A., Meyer, J. P., & Wang, X. F. (2012). Leadership, Commitment, and Culture: A Meta-Analysis. Journal of Leadership & Organizational Studies, 20 (1), 84 –106.
  • Kelman, H. C. (1958). Compliance, identification and internalization: Three processes of attitude change. Journal of Conflict Resolution, 2, 51-60.
  • Khasawneh, S., Al-Omari, A., & Abu Tineh, A. (2012). The Relationship between Transformational Leadership and Organizational Commitment: The Case for Vocational Human Resources in Jordan. Educational Management, Administration and Leadership, 40 (4), 494-508.
  • Koh, W. L., Steers, R. M., & Terborg, J. R. (1995). The effects of transformational leadership on teacher attitudes and student performance in Singapore. Journal of Organizational Behavior, 16, 319–333.
  • Lee Siew Kim Jean, and Kelvin Yu (2004). Corporate culture and organizational performance. Journal of Managerial Psychology, 19 (4), 340-359.
  • Leithwood, K., & Jantzi, D. (2006). Transformational school leadership for large-scale reform: Effects on students, teachers, and their classroom practices. School Effectiveness and School Improvement, 17 (2), 201-227.
  • Leithwood, K. & Sun, J. (2012). The nature and effects of transformational school leadership: A meta-analytic review of unpublished research. Educational Administration Quarterly, 48 (3), 387 -423.
  • Lo, M. C., Ramayah, T., Hii Wei Min, & Songan, P. (2010). Relationship between Leadership Styles and Organizational Commitment in Malaysia: Role of Leader-Member Exchange. Asia Pacific Business Review, 16 (1), 79-104.
  • Lok, P. & Crawford, J. (1999). The relationship between commitment and organizational culture, subculture, leadership style and job satisfaction in organizational change and development. The Leadership & Organization Development Journal, 20 (7), 365–374.
  • Meyer, J.P. & Allen, N.J. (1991). A three-component conceptualization of organizational commitment. Human Resource Management Review, 1 (1), 61-89.
  • Mowday, R., Steers, R., & Porter, L. (1979). The measurement of organizational commitment. Journal of Vocational Behavior, 14, 224– 247
  • Northouse, G.P. (2010). Leadership: Theory and Practice. Fifth Edition. Sage Publications, Inc. 2455 Teller Road Thousand Oaks, California.
  • Nguni, S., Sleegers, P., & Denessen, E. (2006). Transformational and transactional leadership effects on teachers’ job satisfaction, organizational commitment, and organizational citizenship behavior in primary schools: The Tanzanian case. School Effectiveness and School Improvement, 17 (2), 145-177.
  • Penley, L.E. & Gould, S. (1988). Etzioni‟s model of organizational involvement: A perspective for understanding commitment to organizations. Journal of Organizational Behavior, 9 (1), 43–59.
  • Podsakoff, P. M., MacKenzie, S. B., & Bommer, W. H. (1996). Transformational leader behaviors and substitutes for leadership as determinants of employee satisfaction, commitment, trust, and organizational citizenship behaviors. Journal of Management, 22, 259–298.
  • Robinson, V. M. J., Lloyd, C., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership type. Educational Administration Quarterly, 44 (5), 635- 674.
  • Rosentholtz, S. J. & Simpson, C. (1990). Workplace conditions and the rise and fall of teachers’ commitment. Sociology of Education, 63 (4), 241-257
  • Ross, A.J. & Gray, P. (2006). School leadership and student achievement: The mediating effects of teacher beliefs. Canadian Journal of Education, 29, (3) 798‐822.
  • Rowden, R. (2000). The relationship between charismatic leadership behaviours and organizational commitment. Leadership & Organization Development Journal, 21 (1), 30-35.
  • Saqer, H. O. (2009). The effects of perceived leadership style on organizational commitment: An empirical study on UNRWA staff. Unpublished Master’s Thesis. Islamic University, Gaza.
  • *Serin, M. K., & Buluç, B. (2012). İlköğretim okul müdürlerinin öğretim liderliği davranışları ile öğretmenlerin örgütsel bağlılıkları arasındaki ilişki. [The relationship between instructional leadership and organizational commitment in primary schools]. Kuram ve Uygulamada Eğitim Yönetimi, 18 (3), 435-459.
  • Shelby, L. B., & Vaske, J. J. (2008). Understanding meta-analysis: A review of the methodological literature. Leisure Sciences, 30, 96-110.
  • Stogdill, R. (1974). Handbook of leadership. New York: The Free Press.
  • *Şama, E. & Kolamaz, C. (2011). Destekleyici ve geliştirici liderlik özellikleri ile örgütsel bağlılık arasındaki ilişki [The relationship between supporting and nourishing leadership characteristics and organisational adherence]. Türk Eğitim Bilimleri Dergisi, 9 (2), 313-342.
  • *Okçu, V. (2011). Okul yöneticilerinin liderlik stilleri ile öğretmenlerin örgütsel bağlılıkları ve yıldırma yaşama düzeyleri arasındaki ilişkilerin incelenmesi [An examining of the relationship between leadership styles of elementary school principals and organizational commitment and degree of mobbing experiences of teachers in Turkish public schools]. Unpublished doctoral dissertation, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • O‟Reilly, C. & Chatman, J. (1986). Organizational commitment and psychological attachment: The effect of compliance, identification and internalization on prosocial behavior, Journal of Applied Psychology, 71 (3), 492-499.
  • Wallace, J. E. (1995). Corporatist control and organizational commitment among professionals: The case of lawyers working in law firms. Social Forces, 73 (3), 811- 839.
  • Web, L. D., Metha, A., & Jordan, K. F. (1992). Foundation of American education. New York: Macmillan Publishing Company.
  • Wiener, Y. (1982). Commitment in organizations: A normative view. Academy of Management Review, 7 (3), 418-428.
  • Yu, H., Leithwood, K. & Jantzi, D. (2002). The effects of transformational leadership on teacher’s commitment to change in Hong Kong. Journal of Educational Administration, 40 (4), 368–389.
  • Yu, H. (2000). Transformational leadership and Hong Kong teachers’ commitment to change. Doctoral Thesis. University of Toronto, Canada.
  • Zeren, H. (2007). İlköğretim okulu müdürlerinin liderlik stilleri ile bu okullarda görevli öğretmenlerin örgütsel bağlılığı arasındaki ilişki [The relationship between leadership styles of principals and teachers’ organizational commitment]. Unpublished master’s thesis, Harran Üniversitesi, Sosyal Bilimler Enstitüsü, Şanlıurfa.
  • Citation Information
  • Kaya, M. & Selvitopu, A. (2017). Leadership and Organizational Commitment in Educational Context: A
  • Meta Analytic Review. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 31, 719-728.

Leadership and Organizational Commitment in Educational Institutions Context: A Meta Analytic Review

Yıl 2017, Cilt , Sayı 31, 719 - 728, 01.08.2017
https://doi.org/10.14582/DUZGEF.1822

Öz

The purpose of this meta-analytic review is to examine the magnitude of the relation between principals’ leadership styles and teacher commitment with moderator variables and to evaluate that relation in Turkish context. A meta-analysis technique was used to synthesize the results of eight independent studies. In this meta-analysis, we only had eight studies to analyze and found that the relation between leadership styles of principal and teacher commitment is positive but weak. It is generally known that there is a positive relation between these two variables. That is the case for educational context. An important point we observed in the process of literature review is that while the magnitude of the relation is weak or moderate in educational context, it is strong in business organizations. According to our moderator variables, as in most studies, transformational and instructional leadership have a stronger relation with teacher commitment than the other styles. This finding is supported by most of the studies. In third level school districts, the relation between leadership and teacher commitment is weaker than the other levels. The last point is that individual behavior levels affect the relation between leadership and teacher commitment more than organizational behavior levels.

Kaynakça

  • An asterisk (*) means that the article, manuscript, thesis or dissertation was included in the meta-analysis.
  • Allen, N. J. & Meyer, J. P. (1990). The measurement and antecedents of affective, continuance and normative commitment to the organization. Journal of Occupational Psychology, 63 (1), 1–18.
  • Allen, N.J. ve 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.
  • *Atar, G. (2009). İlköğretim öğretmenlerinin örgütsel adanmışlıkları ile müdürlerin liderlik davranışlarını algılamaları arasındaki ilişki (İstanbul ili Anadolu yakası örneği) [The correlation between teachers organizational devotion and directors leadership behaviors]. Unpublished Master’s Thesis, Maltepe Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul.
  • Avolio B. J., Zhu, W., Koh, W., & Bhatia, P. (2004). Transformational leadership and organizational commitment: mediating role of psychological empowerment and moderating role of structural distance. Journal of Organizational Behavior, 25, 951- 968.
  • Avolio, B. J. (1999). Full leadership development: Building the vital forces in organizations. Thousand Oaks, CA: Sage.
  • Avolio, B. J., & Bass, B. M. (1991). The full range of leadership development: Basic and advanced manuals. Binghamton, NY: Bass, Avolio, & Associates.
  • Bass, B. M. (1985). Leadership and performance beyond expectations. New York: Free Press.
  • Bass, B. M., & Avolio, B. J. (1994). Improving organizational effectiveness through transformational leadership. Thousand Oaks, CA: Sage.
  • Bass, B. M., & Riggio, R. E. (2006). Transformational Leadership. Second Edition. Lawrence Erlbaum Associates, Publishers, Mahwah, New Jersey.
  • Borenstein, M., Hedges, L. V., Higgins, J. P. T. & Rothstein, H. R. (2009). Introduction to meta-analysis. John Wiley & Sons, Ltd. New York City, United States.
  • *Buluç, B. (2009). Sınıf öğretmenlerinin algılarına göre okul müdürlerinin liderlik stilleri ile örgütsel bağlılık arasındaki ilişki [The relationships between organizational commitment and leadership styles of principals based on elementary school teacher’s perceptions]. Kuram ve Uygulamada Eğitim Yönetimi, 15 (57), 5- 34.
  • Burns, J. M. (1978). Leadership. New York: Harper & Row.
  • *Cevahiroğlu, E. (2012). İlköğretim branş öğretmenlerinin algıladıkları liderlik davranışları ile örgütsel bağlılık arasındaki ilişki (İstanbul ili Bayrampaşa İlçesi örneği) [The relationship between perceived leadership behaviors and organizational commitment levels of primary school branch teachers]. Yeditepe Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul.
  • *Cokluk, O., & Yilmaz, K., (2010). The relationship between leadership behavior and organizational commitment in Turkish primary schools. Bilig, (54), 75-90.
  • Chen, C. C. (1995). A study of the relationship between manager’s leadership style and employee’s communication and organizational commitment: The case of chemical industry in Taiwan. Unpublished Master’ s Thesis, National ChengKung University, Tainan, Taiwan.
  • Chow, I. H. (1994). Organizational commitment and career development of chinese managers In Hong Kong and Taiwan. The International Journal of Career Management, 6 (4), 3 - 9.
  • Dale, K. & Fox, M. (2008). Leadership style and organizational commitment: Mediating effect of role stres. Journal of Managerial Issues, 20 (1), 109-130.
  • Field, A. (2009). Discovering Statistics Using SPSS. Third Edition. SAGE Publications Inc. Thousand Oaks, California.
  • Firestone, W, A. ve Pennell, J. R. (1993). Teacher commitment, working conditions and differential incentive policies. Review of Educational Research, 63 (4), 489-525.
  • Firestone, W., & Rosenblum, S. (1988). Building commitment in urban high schools. Educational Evaluation and Policy Analysis, 10, 285-299.
  • Glass, G. & Smith, M. (1979). Meta-analysis of research on the relationship of class-size and achievement, Educational Evaluation and Policy Analysis, 1, 2-16.
  • Higgins, J.P.T. & Green, S. (Ed.) (2011). Cochrane handbook for systematic reviews of interventions 5.1.0. The Cochrane Collaboration, Retrieved from www.cochrane-handbook.org
  • Hopkins, D. (2001). School improvement for real. London: Falmer.
  • Huang, M.T., (2011). The relationship between headmasters’ leadership behaviour and teachers commitment in primary schools in the district of sarikei, Sarawak. Procedia - Social and Behavioral Sciences, 29, 1725 – 1732
  • Jackson, T.A., Meyer, J. P., & Wang, X. F. (2012). Leadership, Commitment, and Culture: A Meta-Analysis. Journal of Leadership & Organizational Studies, 20 (1), 84 –106.
  • Kelman, H. C. (1958). Compliance, identification and internalization: Three processes of attitude change. Journal of Conflict Resolution, 2, 51-60.
  • Khasawneh, S., Al-Omari, A., & Abu Tineh, A. (2012). The Relationship between Transformational Leadership and Organizational Commitment: The Case for Vocational Human Resources in Jordan. Educational Management, Administration and Leadership, 40 (4), 494-508.
  • Koh, W. L., Steers, R. M., & Terborg, J. R. (1995). The effects of transformational leadership on teacher attitudes and student performance in Singapore. Journal of Organizational Behavior, 16, 319–333.
  • Lee Siew Kim Jean, and Kelvin Yu (2004). Corporate culture and organizational performance. Journal of Managerial Psychology, 19 (4), 340-359.
  • Leithwood, K., & Jantzi, D. (2006). Transformational school leadership for large-scale reform: Effects on students, teachers, and their classroom practices. School Effectiveness and School Improvement, 17 (2), 201-227.
  • Leithwood, K. & Sun, J. (2012). The nature and effects of transformational school leadership: A meta-analytic review of unpublished research. Educational Administration Quarterly, 48 (3), 387 -423.
  • Lo, M. C., Ramayah, T., Hii Wei Min, & Songan, P. (2010). Relationship between Leadership Styles and Organizational Commitment in Malaysia: Role of Leader-Member Exchange. Asia Pacific Business Review, 16 (1), 79-104.
  • Lok, P. & Crawford, J. (1999). The relationship between commitment and organizational culture, subculture, leadership style and job satisfaction in organizational change and development. The Leadership & Organization Development Journal, 20 (7), 365–374.
  • Meyer, J.P. & Allen, N.J. (1991). A three-component conceptualization of organizational commitment. Human Resource Management Review, 1 (1), 61-89.
  • Mowday, R., Steers, R., & Porter, L. (1979). The measurement of organizational commitment. Journal of Vocational Behavior, 14, 224– 247
  • Northouse, G.P. (2010). Leadership: Theory and Practice. Fifth Edition. Sage Publications, Inc. 2455 Teller Road Thousand Oaks, California.
  • Nguni, S., Sleegers, P., & Denessen, E. (2006). Transformational and transactional leadership effects on teachers’ job satisfaction, organizational commitment, and organizational citizenship behavior in primary schools: The Tanzanian case. School Effectiveness and School Improvement, 17 (2), 145-177.
  • Penley, L.E. & Gould, S. (1988). Etzioni‟s model of organizational involvement: A perspective for understanding commitment to organizations. Journal of Organizational Behavior, 9 (1), 43–59.
  • Podsakoff, P. M., MacKenzie, S. B., & Bommer, W. H. (1996). Transformational leader behaviors and substitutes for leadership as determinants of employee satisfaction, commitment, trust, and organizational citizenship behaviors. Journal of Management, 22, 259–298.
  • Robinson, V. M. J., Lloyd, C., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership type. Educational Administration Quarterly, 44 (5), 635- 674.
  • Rosentholtz, S. J. & Simpson, C. (1990). Workplace conditions and the rise and fall of teachers’ commitment. Sociology of Education, 63 (4), 241-257
  • Ross, A.J. & Gray, P. (2006). School leadership and student achievement: The mediating effects of teacher beliefs. Canadian Journal of Education, 29, (3) 798‐822.
  • Rowden, R. (2000). The relationship between charismatic leadership behaviours and organizational commitment. Leadership & Organization Development Journal, 21 (1), 30-35.
  • Saqer, H. O. (2009). The effects of perceived leadership style on organizational commitment: An empirical study on UNRWA staff. Unpublished Master’s Thesis. Islamic University, Gaza.
  • *Serin, M. K., & Buluç, B. (2012). İlköğretim okul müdürlerinin öğretim liderliği davranışları ile öğretmenlerin örgütsel bağlılıkları arasındaki ilişki. [The relationship between instructional leadership and organizational commitment in primary schools]. Kuram ve Uygulamada Eğitim Yönetimi, 18 (3), 435-459.
  • Shelby, L. B., & Vaske, J. J. (2008). Understanding meta-analysis: A review of the methodological literature. Leisure Sciences, 30, 96-110.
  • Stogdill, R. (1974). Handbook of leadership. New York: The Free Press.
  • *Şama, E. & Kolamaz, C. (2011). Destekleyici ve geliştirici liderlik özellikleri ile örgütsel bağlılık arasındaki ilişki [The relationship between supporting and nourishing leadership characteristics and organisational adherence]. Türk Eğitim Bilimleri Dergisi, 9 (2), 313-342.
  • *Okçu, V. (2011). Okul yöneticilerinin liderlik stilleri ile öğretmenlerin örgütsel bağlılıkları ve yıldırma yaşama düzeyleri arasındaki ilişkilerin incelenmesi [An examining of the relationship between leadership styles of elementary school principals and organizational commitment and degree of mobbing experiences of teachers in Turkish public schools]. Unpublished doctoral dissertation, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • O‟Reilly, C. & Chatman, J. (1986). Organizational commitment and psychological attachment: The effect of compliance, identification and internalization on prosocial behavior, Journal of Applied Psychology, 71 (3), 492-499.
  • Wallace, J. E. (1995). Corporatist control and organizational commitment among professionals: The case of lawyers working in law firms. Social Forces, 73 (3), 811- 839.
  • Web, L. D., Metha, A., & Jordan, K. F. (1992). Foundation of American education. New York: Macmillan Publishing Company.
  • Wiener, Y. (1982). Commitment in organizations: A normative view. Academy of Management Review, 7 (3), 418-428.
  • Yu, H., Leithwood, K. & Jantzi, D. (2002). The effects of transformational leadership on teacher’s commitment to change in Hong Kong. Journal of Educational Administration, 40 (4), 368–389.
  • Yu, H. (2000). Transformational leadership and Hong Kong teachers’ commitment to change. Doctoral Thesis. University of Toronto, Canada.
  • Zeren, H. (2007). İlköğretim okulu müdürlerinin liderlik stilleri ile bu okullarda görevli öğretmenlerin örgütsel bağlılığı arasındaki ilişki [The relationship between leadership styles of principals and teachers’ organizational commitment]. Unpublished master’s thesis, Harran Üniversitesi, Sosyal Bilimler Enstitüsü, Şanlıurfa.
  • Citation Information
  • Kaya, M. & Selvitopu, A. (2017). Leadership and Organizational Commitment in Educational Context: A
  • Meta Analytic Review. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 31, 719-728.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Research Article
Yazarlar

Abdullah SELVİTOPU
Atatürk Anadolu Lisesi


Metin KAYA
Profilo İmam Hatip Ortaokulu

Yayımlanma Tarihi 1 Ağustos 2017
Başvuru Tarihi
Kabul Tarihi
Yayınlandığı Sayı Yıl 2017, Cilt , Sayı 31

Kaynak Göster

APA Selvitopu, A. & Kaya, M. (2017). Leadership and Organizational Commitment in Educational Institutions Context: A Meta Analytic Review . Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi , (31) , 719-728 . DOI: 10.14582/DUZGEF.1822