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

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

Journal Name:

  • Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi

Publication Year:

  • 2017

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Abstract (2. Language): 
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.
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Abstract (Original Language): 
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.
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