Leadership capacity, organizational citizenship behavior and organizational culture at schools

In today's modern world, active participation of the employees in the decision-making procedures and practices in organization enables them to perceive themselves as a part of the organization, to feel valuable and to adopt the goals of the organization. Thus, an organizational structure in which individuals with high sense of organizational citizenship emerges. Another notable issue in such a structure is the culture of the organization. It is thought that and reflections of all these components in educational institution are important. In this context, the aim of this research is to explain the relationship between leadership capacity, organizational citizenship behavior and school culture in schools. Leadership Capacity Scale at Schools developed by Lambert (2003) and adapted to Turkish by Kılınç (2013), Organizational Citizenship Behavior Scale developed by Yücel and Belenkuyu (2017), and School Culture Scale developed by Terzi (2005) were used in this study, which was conducted with 441 teachers from primary, secondary and high schools working in public schools in the 2021-2022 academic year in Uşak city center and its districts. This study, which focuses on the relationships between variables, was designed in the relational screening model. Confirmatory Factor Analysis, One-Way Analysis of Variance (ANOVA), Independent Samples t-Test, Pearson Product Moment Coefficient and Multiple Regression analysis were used for statistical analysis of the data. The findings showed that teachers' school leadership capacity, organizational citizenship behavior and organizational culture perceptions were high. The calculated correlation coefficients showed that there were statistically significant, positive and moderate correlations between the variables. Suggestions were given to the practitioners to ensure the participation of the teachers in the decisions to be taken about the school, to give them the necessary responsibilities and to offer a suitable working environment, and to strive to create a climate based on cooperation and solidarity in the school.