Öğretmen ve akademisyenlerin algıladıkları liderlik tarzları ile örgütsel bağlılıkları arasındaki ilişki

Abstract

The aim of this research is to investigate the relationship between teachers' and academicians' perception in leadership styles and organizational commitment and then to define whether organizational commitment and perceieved leadership styles differentiate according to gender, educational status, teaching level, and experience. In the research, the organizational commitment of the teachers and academicians forms the dependent variable, their perception in leadership style forms independent variable, and their gender, educational status, teaching level and experience forms demographic variable. A questionnaire, as a data collection tool used in this research, which was composed of three parts. The first part of the questionnaire included demographic information of the participants; the second part included "Three Dimensional Organizational Quesionnaire" developed by Allen and Meyer; the last part of the questionnaire included "Multifactor Leadership Questionnaire (MLQ)" developed by Bass and Avalio. The universe of the research is composed of 2570 teachers working at 104 schools (primary, secondary and high schools) in Kırıkkale and academicians working at Istanbul Kültür University and Yalova University. In order to determine the sample of the research, 15 schools were chosen from the sequential full list received from Kırıkkale Provincial Directorate of National Education formally via convenience sampling method. The sample of the research consists of these 489 teachers/academicians working at those schools/universities. According to the results of the study, the correlation between perceived transformational leadership and affective commitment is found higher than the correlation between perceived transactional leadership and affective commitment, correlation between perceived transformational leadership and continuence commitment is found lower than the correlation between perceived transactional leadership with continuence commitment and correlation between perceieved transformational leadership with normative commitment is found similar to the correlation between perceived transactional leadership and normative commitment. When we investigate the 9sub-dimensions of teachers' and academicians' organizational commitment, we see that while affective commitment attitudes doesn't show any significant difference in gender, educational status and experience differs in educational grade significantly. As continuence commitment attitudes doesn't show difference much by gender, it shows difference in terms of educational status, teaching level, and experience. Although normative commitment shows difference by gender, educational grade and experience significantly, this doesn't show great difference in terms of educational status. In addition, it was revealed that there is a positive correlation between the teachers' and academicians' perceiving leadership styles and organizational commitment. Key Words: Leadership, Organizational Commitment, Transformational Leadership, Transactional Leadership, Affective Commitm ent, Continuence Commitment, Normative Commitment.