Organizational commitment and organizational synism in the framework of teacher's instructional leadership perceptions towards school administrators

The aim of this study is to demonstrate the teachers' perceptions for school administrators about the instructional leadership relevance with the organizational commitment and organizational cynicism and to determine whether there is a mediation role of organizational commitment in this correlation or not. Furthermore, in this study, teachers' views about the instructional leadership, organizational commitment and organizational cynicism was intended to be examined. An exploratory sequential design model methodology that is a combination of quantitative and qualitative technique was implemented used in the method of mixed models. The sample for the quantitative part of the research was conducted with 859 teachers working in primary and secondary schools in city center and county towns of Osmaniye during 2015-2016 academic year. Quantitative data were gathered by using the "scale of instructional leadership behaviors", "organizational commitment scale" "organizational cynicism scale" in survey. Qualitative data were gathered from 30 teachers working at schools in which the quantitative data were collected. In the analysis of quantitative data; structural equation model analysis, regression and correlation analysis method were used while content analysis method was used for the qualitative data analysis. Following the survey, it has been found out that, instructional leadership perception is meaningful precursor of organizational commitment positively and organizational cynicism negatively at the high level. On the other hand; organizational commitment is meaningful precursor of organizational commitment at the high level. Teachers' perceptions of instructional leadership have a mediating role in organizational commitment in the influence of organizational cynicism. Teachers' perception of instructional leadership school administrators is "most of the time" their organizational commitment is "I agree", their organizational cynicism is at the level of "I disagree". According to participants, teachers feel more precious and happies themselves at school, in the event that their demands are met and their opinions are cared. The behaviors of school principals have an effect upon the teachers' perceptions to words administrators about being honest and reliable. Together with this, the organization of extracurricular, the appointment of administrators according to criteria's based on merits and behaving just prevent probable cynic behaviors.