You are here

Home » Content

Ruhsal Liderlik İle Örgütsel Bağlılık Arasındaki İlişkinin Modellenmesi

Modeling The Relationship Between Spiritual Leadership And Organizational Commitment

Journal Name:

  • Kastamonu Üniversitesi Kastamonu Eğitim Dergisi

Publication Year:

  • 2016

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
The purpose of the study is to determine the effect of spiritual leadership exhibited by principals on organizational commitment of teachers. This effect was examined through structural equation modeling. The research consisted of two stages as the development and the application of the spiritual leadership scale. The scale that was developed included 13 items in one factor and it was applied along with the Meyer-Allen organizational commitment scale in the second stage. When the relationship between spiritual leadership and organizational commitment was tested thorough structural equation modeling, the model had good fit indexes. It is determined that spiritual leadership affected organizational commitment mainly through affective and normative commitment. Teachers’ perceptions of spiritual leadership varied across branch, seniority and number of teachers in the school variables, but they did not varied across education level and gender variables.
Bookmark/Search this post with
Abstract (Original Language): 
Araştırmanın amacı okul müdürlerinin sergiledikleri ruhsal liderliğin öğretmenlerin örgütsel bağlılıklarına olan etkisini belirlemektir. Bu etki yapısal eşitlik modeli kurularak incelenmiştir. Araştırma ruhsal liderlik ölçeğinin geliştirilmesi ve uygulanması olarak iki aşamada gerçekleştirilmiştir. Geliştirilen ölçek 13 madde ile tek faktörden oluşmaktadır ve ikinci aşamada Meyer-Allen örgütsel bağlılık ölçeği ile birlikte uygulanmıştır. Ruhsal liderlik ile örgütsel bağlılık arasındaki ilişki yapısal eşitlik modellemesi ile test edildiğinde kurulan modelin uyumlu olduğu saptanmıştır. Ruhsal liderliğin örgütsel bağlılığı en çok duygusal ve normatif bağlılık ile etkilediği belirlenmiştir. Öğretmenlerin ruhsal liderliğe ilişkin algılarının branşa, kıdeme ve okuldaki öğretmen sayısına dayalı olarak farklılaştığı, eğitim durumu ve cinsiyete dayalı olarak ise farklılaşmadığı belirlenmiştir.
FULL TEXT (PDF): 
PDF icon arastirmax-ruhsal-liderlik-ile-orgutsel-baglilik-arasindaki-iliskinin-modellenmesi.pdf
  • 1
405
420
  • Turkish

REFERENCES

References: 

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, 1-18.
Bakan, İ. (2011). Örgütsel stratejilerin temeli örgütsel bağlılık: Kavram, kuram, sebep ve sonuçlar.
Ankara: Gazi.
Bakioğlu, A. (1996). Öğretmenlerin Kariyer Evreleri (Türkiye’de Resmi Lise Öğretmenleri Üzerinde
Yapılan Bir Araştırma). M. Ü. Atatürk Eğitim Fakültesi 2. Ulusal Eğitim Sempozyumu
Bildirileri, 18-20 Eylül, İstanbul.
Balay, R. (1999). İşgörenlerin örgütsel bağlılık etkenleri ve sonuçları. Ankara University Educational
Sciences Faculty Journal, 32(1), 237-246.
Baugh, S. G. & Roberts, R. M. (1994). Professional and organizational commitment among engineers:
Conflicting or complementing? IEEE Transactions on Engineering Management, 41(2), 108-114.
Becker, T. E., Randal, D. M, & Riegel, C. D. (1995). The multidimensional view of commitment and
theory of reasoned action: A comparative evaluation. Journal of Management, 21(4), 617–638.
416 Kıvanç BOZKUŞ, Yüksel GÜNDÜZ...
Ocak 2016 Cilt:24 No:1 Kastamonu Eğitim Dergisi
Burch, P., & Spillane, J. P. (2003). Elementary school leadership strategies and subject matter: Reforming
mathematics and literacy instruction. The Elementary school journal, 103(5), 519-535.
Chen, C. & Li, C. (2013). Assessing the spiritual leadership effectiveness: The contribution of
follower’s self-concept and preliminary tests for moderation of culture and managerial position.
The Leadership Quarterly, 24, 240-255.
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6. b.). New York: Routledge.
Covey, S. R. (2004). The 8th habit: From effectiveness to greatness. New York, NY: Free Press.
Crossman, J. (2011). Environmental and spiritual leadership: Tracing the synergies from an organizational
perspective. Journal of Business Ethics, 103, 553-565.
Çelik, H. E. & Yılmaz, V. (2013). Yapısal eşitlik modellemesi: Temel kavramlar-uygulamalar-programlama
(2. baskı). Ankara: Anı.
Daft, R. L. (2008). The leadership experience (4. b.). Mason: Thomson South-Western.
Day, C., Eliot, B., & Kington, A. (2005). Reform standards and teacher identity: Challenges of
sustaining commitment. Teaching and Teacher Education, 21, 563-577.
Dee, J. R., Henkin, A. B. & Singleton, C. A. (2006). Organizational commitment of teachers in
urban schools examining the effects of team structures. Urban Education, 41(6), 603-627.
DePree, M. (1992). Leadership jazz. New York: Dell.
Dornstein, M., & Matalon, Y. (1998). A comparative analysis of predictors of organizational commitment.
A study of voluntary army personnel in Isreal. Journal ofV ocational Behaviour, 34(2), 192-203.
Fairholm, G. W. (1996). Spiritual leadership: Fulfilling whole-self needs at work. Leadership &
Organizational Development Journal, 17(5), 11-36.
Field, A. (2009). Discovering statistics using SPSS. London: Sage.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education
(8. b.). New York: McGraw-Hill.
Fry, L. W. (2003). Toward a theory of spiritual leadership. The Leadership Quarterly, 14, 693-727.
Fry, L. W. & Slocum, J. W. (2008). Maximizing the triple bottom line through spiritual leadership.
Organizational Dynamics, 37(1), 86–96.
Fry, L. W., Vitucci, S., & Cedillo, M. (2005). Spiritual leadership and army transformation: Theory,
measurement, and establishing a baseline. The Leadership Quarterly, 16, 835-862.
Fry, L., Hanna, S., Noel, M. & Walumba, F. (2011). Impact of spiritual leadership on unit performance.
The Leadership Quarterly, 22, 259-270.
Hallinger, P., & Heck, R. H. (2010). Collaborative leadership and school improvement: understanding the
impact on school capacity and student learning. School Leadership & Management, 30(2), 95-110.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement.
New York: Routledge.
Henson, R. K. & Roberts, J. K. (2006). Use of exploratory factor analysis in published research.
Educational and psychological measurement, 66, 393-416.
House, R. J., Hanges, P. J., Ruiz-Quintanilla, S. A., Dorfman, P. W., Javidan, M., Dickson, M.,
Gupta, V. & 170 Country Co-investigators. (1999). Cultural Influences on Leadership and Organizations:
Project GLOBE, in W. Mobley, J. Gessner, & V. Arnold (eds.), Advances in Global
Leadership, vol. 1, 171-234: Stamford, JAI Press.
Hoy, W. K., & Miskel, C. G. (2013). Educational administration: Theory, research, and practice (9.
b.). New York: McGraw-Hill.
Ruhsal Liderlik İle Örgütsel Bağlılık Arasındaki İlişkinin Modellenmesi... 417
January 2016 Vol:24 No:1 Kastamonu Education Journal
Huck, S. W. (2012). Reading statistics and research (6. baskı). Boston: Pearson.
Keyes, M. W., Hanley-Maxwell, C., & Capper, C. (1999). Spirituality? It’s the core of my leadership: Empowering
leadership in an inclusive elementary school. Educational Administration Quarterly, 35, 203-237.
Kline, R. B. (2011). Principles and practice of structural equation modeling. New York: The Guilford Press.
Kouzes, J. M. & Posner, B. Z. (1995). The leadership challenge: How to keep getting extraordinary
things done in organizations. San Francisco: Jossey Bass.
Law, P. (2008). Developing spiritual leaders for the modern organisation. Management Today, 20-22.
Leithwood, K., & Jantzi, D. (2000a). The effects of transformational leadership on organizational conditions
and student engagement with school. Journal of Educational Administration, 38(2), 112-129.
Leithwood, K., & Jantzi, D. (2000b). Principal and teacher leadership effects: a replication. School
Leadership & Management, 20(4), 415-434.
Leithwood, K., & Jantzi, D. (2008). Linking leadership to student learning: The contributions of
leader efficacy. Educational Administration Quarterly, 44(4), 496-528.
Meydan, C. H. & Şeşen, H. (2011). Yapısal eşitlik modellemesi: Amos uygulamaları. Ankara: Detay.
Meyer, J.P., & Allen, N.J. (1991). A Tree-component conceptualization of organizational commitment.
Human Resource Management Review, 1, 61-89.
Meyer, J. P., Allen, N. J., & Smith, C. A. (1993). Commitment to organizations and occupations: Extension
and test of a three-component conceptualization. Journal ofA pplied Psychology, 78(4), 538-551.
McLaughlin, M., & Talbert, J. E. (2006). Building school-based TLCs: Professional strategies to
improve student achievement. New York: Teachers College Press.
Mitroff, I., & Denton, E. A. (1999). A study of spirituality in the workplace. Sloan Management
Review, 40, 83-92.
Mowday, R. T., Porter, L. W. & Steers, R. M. (1982). Employee-organization linkages: The psychology
of commitment, absenteeism and turnover. New York: Academic Press.
Mueller, R. O. (1996). Basic principles of structural equation modeling: an introduction to LISREL
and EQS. New York: Springer-Verlag.
Nehmeh, R. (2009). SMC working paper, Swiss management center, 5, 1-11.
Northcraft, T., & Neale, H. (1996). Organisation behaviour. London: Prentice-Hall.
Northouse, P. G. (1997). Leadership: Theory and practice. California: Sage Publication Inc.
Pfeffer, J. (2003). Business and the spirit. In R. A. Giacalone, & C. L. Jurkiewicz (Eds.), Handbook
of Workplace Spirituality and Organizational Performance, 29-45. New York: M. E. Sharpe.
Polat, S. (2011). The level of faculty members’ spiritual leadership (sl) qualities display according
to students in faculty of education. Procedia Social and Behavioral Sciences, 15, 2033-2041.
Robinson, V. M. J., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes:
An analysis of the differential effects of leadership types. Educational Administration
Quarterly, 44(5), 635-674.
Quinn, D. (2002). The impact of principal leadership behaviors on instructional practice and student
engagement. Journal of Educational Administration, 40(4), 447-467.
Sanders, J. E., Hopkins, W. E., & Geroy, G. D. (2003). From transactional to transcendental: Toward
an integrated theory of leadership. Journal of Leadership & Organizational Studies, 9(4), 21-43.
Schumacker, R. E. & Lomax, R. G. (2010). A beginner’s guide to structural equation modeling (3.
b.). New York: Routledge.
Shapiro, S. S., & Wilk, M. B. (1965). An analysis of variance test for normality (complete samples).
Biometrica, 52(3-4), 591-611.
418 Kıvanç BOZKUŞ, Yüksel GÜNDÜZ...
Ocak 2016 Cilt:24 No:1 Kastamonu Eğitim Dergisi
Spillane, J. P., & Zuberi, A. (2009). Designing and piloting a leadership daily practice log. Educational
Administration Quarterly, 45(3), 375-423.
Stogdill, R. M. (1974). Handbook of leadership: A survey of the literature. New York: Free Press.
Tabachnick, B. G. & Fidell, L. S. (2013). Using multivariate statistics (6. b.). Upper Saddle River: Pearson.
Troman, G., & Raggl, A. (2008). Primary teacher commitment and the attractions of teaching. Pedagogy
Culture & Society, 16(1), 85-99.
Wasti, S. A. (2000). Meyer ve Allen’in üç boyutlu örgütsel bağlılık ölçeğinin geçerlilik ve güvenirlilik
analizi. 8. Ulusal Yönetim ve Organizasyon Kongresi, Erciyes Üniversitesi, 401-410.
Wasti, S. A. (2003). Organizational commitment, turnover intentions and the influence of cultural
values. Journal of Occupational and Organizational Psychology, 76, 303-321.
Witziers, B., Bosker, R. J., & Krüger, M. L. (2003). Educational leadership and student achievement:
The elusive search for an association. Educational Administration Quarterly, 39(3), 398-425.
Yukl, G. A. (2010). Leadership in organizations (7. b.). Upper Saddle River: Pearson.

Thank you for copying data from http://www.arastirmax.com