Ilköğretim okulu öğretmenlerinin örgütsel bağliliklari ile müdürlerin paylaşilan liderlik rolleri arasindaki ilişki

Bu araştırmanın amacı; ilköğretim okullarında görev yapan öğretmenlerin örgütsel bağlılıkları ile müdürlerin paylaşılan liderlik rollerine yönelik öğretmen algıları arasındaki ilişkiyi tespit etmektir. Araştırma sürecinde 324 öğretmenden oluşan katılımcı grubuna “Örgütsel Bağlılık Ölçeği” ile “Paylaşılan Liderlik Ölçeği” ve kişisel bilgi formundan oluşan 35 maddelik veri toplama aracı uygulanmıştır. Değişkenler arasındaki farkların belirlenmesinde F ve t testleri kullanılmış, etki büyüklüğü değerleri hesaplanmıştır. Ayrıca ilköğretim öğretmenlerinin örgütsel bağlılıkları ile müdürlerin paylaşılan liderlik rollerine yönelik algıları arasındaki ilişkiyi belirlemek amacıyla korelasyon analizi yapılmış ve determinasyon katsayısı belirlenmiştir. İlköğretim öğretmenlerinin örgütsel bağlılıklarına ilişkin bulgular incelendiğinde; ’Duygusal Bağlılık’ düzeyinin daha yüksek, ’Devam Bağlılığı’ düzeyinin daha düşük ve ’Normatif Bağlılık’ düzeyinin en düşük düzeyde olduğu görülmektedir. Müdürlerin paylaşılan liderlik rollerine yönelik ilköğretim okullarında göreli öğretmenlerin algıları ile örgütsel bağlılık alt boyutlarından ’duygusal bağlılık’ ve ’normatif bağlılık’ arasında orta düzeyde pozitif bir ilişki bulunmaktadır. Ulaşılan bu sonuç doğrultusunda öğretmenlerin örgütsel bağlılıklarını arttırabilecek statü, ücret, ödül, vb. politikaların üretilmesi, toplantılar, özel gün kutlamaları, gezi gibi organizasyonlarla paylaşım ve iletişimin arttırılması, kararlara katılımın desteklendiği, liderliğin paylaşıldığı, işbirliğinin özendirildiği, kişilerin sorumluluk aldığı bir ortamın oluşturulmasına çalışılması önerilmektedir.

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It can be considered that organizational commitment of teachers may increase much more in the interaction and collaboration environment occurred as a result of principals’ distributed leadership roles. Therefore, the purpose of this study was decided as to determine the relationship between primary school teachers’ organizational commitments and distributed leadership roles of school principals, and to examine the significant differences on teachers’ organizational commitment and perceptions about distributed leadership roles of principals with respect to various characteristics of teachers. This study is a descriptive research using survey method. The population of the research is 1969 teachers working at public primary schools in Manisa Central District and sample is composed of 324 teachers. “Organizational Commitment Scale”; including 18 items, developed by Alan and Meyer (1990), “Distributed Leadership Scale”; consisting of 10 items, developed by Özer and Beycioğlu (2010) and personal information form are used as data collection tool composing of totally 35 items. F and t tests were used for examining the differences between variables and calculating the effect size values. Also, correlation analysis was performed to determine the relationship between teachers’ organizational commitments and school principals’ distributed leadership roles; and determination coefficient was calculated. According to the results of the research data; primary school teachers’ organizational commitment ( X =3,14), Continuance Commitment ( X =3,03) and Normative Commitment ( X =2,96) as sub-dimensions that were at a moderate level and Affective Commitment as being another sub-dimension was placed at a high level. Also, teachers’ perceptions about the distributed leadership roles of principals ( X =3,55) was determined at high level. According to the analysis, there are significant differences at the level of p≤0,05 in Affective Commitment and Normative Commitment of the teachers in favor of advanced age teachers, and in the teachers’ Continuance Commitment in favor of generally long service teachers according to intuition seniority. Furthermore, there is a significant difference at the level of p≤0,05 in perceptions of the teachers about the principals’ distributed leadership roles in favor of preschool teachers according to instruction branches. Besides, moderate level positive correlation (r=0,52; p≤0,01) between the teachers’ organizational commitment and perceptions about principals’ distributed leadership roles, and the determination coefficient was calculated as r2=0,27. Moreover, moderate level positive relationships between teachers’ perceptions about distributed leadership roles of the principals and Affective Commitment (r=0,52; p≤0,01) and Normative Commitment (r=0,53; p≤0,01) were found. Examining the findings related to the teachers’ organizational commitment, it is found out that Affective Commitment is at a higher level, Continuance Commitment is at a lower level and Normative Commitment is at the lowest level. Components of normative commitment are less binding than the components of affective commitment which the internal items like adopting the organization’s objectives, accepting the organization’s values are deciding for and continuing commitment. This situation results from the fact that the teachers feel obligated to perform those issues due to anticipation of reward or fear of punishment. There are significant differences in favor of advanced age and long service teachers in the organization in sub-dimensions of teachers’ organizational commitment. The cause of that advanced age and long seniority teachers’ contribution to the development of schools, spending efforts for students, feeling responsible for schools and relations with colleagues influence the teachers’ both affective and continuance commitment positively. According to instruction branches, there is a significant difference in perception of teachers about principals’ distributed leadership roles in favor of preschool teachers. This will be thought as an indicator that preschool principals actualize much more distributed leadership practices thanks to sharing their responsibilities and authority with others, and thus they increase teachers’ sense of responsibility towards the institutions, co-operation desire and self-confidence. There are moderate level positive relationships between perceptions of primary school teachers about principals’ distributed leadership roles and their organizational commitments, and affective commitment and normative commitment sub-dimensions. According to this, principals will increase teachers’ commitment to schools by having them to involve in the process of change and development, build sharing and collaboration environment, and provide to them to see themselves as valuable, to attach importance the organizations’ aims and values, to request contribution to the development of the organization. As a result; to gain statues, to form salary and prize policies, to increase sharing and communication by using set-ups like meetings, special days celebrations, trips and to create an organizational environment supporting the agreement with decisions, collective leadership, encouraging cooperation, taking responsibility by the staff are considered as important for increasing organizational commitment; has critical role for achieving objectives of schools and to maintain the survival of schools.

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