Leadership capacity and the relationship organizational commitment in educational institutions

The aim of this study was to determine the relationship between leadership capacity and organizational commitment of the teachers working in primary and secondary schools of the Ministry of National Education. The sample of the study consists of teachers working in primary and secondary schools of the Ministry of National Education in the city center of Uşak in the 2018-2019 Academic Year. The research was designed according to descriptive scanning model; Using the quantitative method, the opinions were determined through questionnaires. The survey results were analyzed through SPSS program. In the interpretation of the data of the teachers' responses to the questionnaires, the data were interpreted in terms of frequency (f), percentage (%), arithmetic mean (𝑥̅) and standard deviations (ss). The t-test and one-way analysis of variance (ANOVA) tests were used to examine possible differences between demographic variables and assessments of items. As a result of the research; When the questionnaire is examined, it can be said that the average of teachers in perceived Total Leadership capacity sub-dimension is moderate. When the findings were examined, there was a significant difference in the distribution leadership sub-dimension of the questionnaire's leadership capacity scale in terms of gender; No significant differences were found in the level of cooperation and common responsibility, perceived student achievement, shared school vision sub-dimensions and general leadership capacity perception. There was no significant difference in terms of marital status, educational background and whether or not to manage. There is a positively significant relationship between perceived distributive leadership level and teachers' ages, seniority, time spent in school and management experience. As teachers' ages, seniority, time spent in school and management experience increase, perceived distributive leadership characteristics increase. There is a positive meaningful relationship between shared school vision and teachers' ages, seniority, time spent in school and management experience. As teachers' ages, seniority, time spent in school and management experience increase, so does the shared school vision. The level of cooperation and common responsibility. As teachers' age and seniority increase, so does the level of cooperation and joint responsibility. There was no significant relationship between perceived student achievement and teachers' ages, seniority, time spent in school and management experience. It can be said that as teachers' ages, seniority and managerial experience periods increase, total leadership capacity increases. The total commitment level of the teachers was calculated as . Based on this average value, it can be said that the total commitment levels of the teachers are moderate. When the total commitment levels of the teachers are examined according to the gender variable; The average of male teachers is significantly higher than the average of female teachers. When the total commitment levels of the teachers were examined according to the marital status variable; The average of married teachers is significantly higher than the average of single teachers. There was no significant difference in the total commitment level of teachers according to the educational status variable. When the total commitment levels of the teachers are examined according to the variability of managerial experience; The average of teachers with management experience is significantly higher than the average of teachers without management experience. There was a positive, low and significant relationship between teachers 'total commitment level and teachers' ages, seniority, time spent at school and management experience. As teachers' ages, seniority, time spent in school and management experience increase, Total commitment levels increase. A positive, low level and significant relationship was found between the total commitment level of teachers and the distributed leadership levels of teachers, shared school vision, cooperation and common sense of responsibility, perceived student achievement and Total Leadership capacity perceptions. As teachers' distributed leadership characteristics, shared school vision, understanding of cooperation and shared responsibility and perceived student achievement increase, their total commitment levels increase.