Relationship between teachers' organizational commitment behaviour and school heads ethical leadership behaviour

The purpose of this research is to determine whether there is a significant relationship between the ethical leadership behaviours of the school principals and organisational commitment behaviours of teachers that work in elementary schools in the city of Uşak. Through this study, it is aimed to reveal whether there is a significant relationship between the organisational commitment level of teachers and teachers' organisational commitment behavior and the ethical leadership behaviours of elementary school principals through considering the teachers' views on their organisational commitment levels with regard to their gender, their level of education, the number of the teachers at school, vocational relationship level and friendship level with principal. In this study, relational screening model is used. 175 primary schools which are all bound to the National Ministry of Education in the centre of Uşak city, Banaz, Eşme, Karahallı, Sivaslı, Ulubey towns and the villages of these towns that are within the boundaries of Uşak and 1669 teachers that are on duty in 2015-2016 academic year constitute the universe of the study. "Ethical Leadership Scale" which is enhanced by Yılmaz (2005) and "Organisational Commitment Scale" which is enhanced by Balay (2000) are performed with the participants that constitute the scale. The results are analysed by using SPSS programme. According to the results of the study, the average of teachers' views on organisational commitment is at "A lot" level. No significant difference is stated between the views of male and female teachers concerning their organisational commitment level. While a significant difference is stated for the benefit of females at "adaptation" subdimension of organisational commitment scale, no significant difference is determined regarding teachers' views on "identification" and "internalisation" subdimensions in terms of gender. While no difference is identified on "adaptation" and "internalization" subdimensions according to their level education variable related to teachers' views on organisational commitment, at "identification" subdimension and for the whole organisational "commitment" scale a significant difference is stated. It is confirmed that the difference is for the benefit of the graduates of the High Teacher Colleges (ÖYO). For the whole OCS (Organisational Commitment Scale) and all its subdimensions no significant difference is determined regarding the variable related to the number of teachers at school. Teachers' views on "adaptattion", "identification" and "internalisation" subdimensions of OCS and for the whole context puts forward a significant difference in terms of vocational relationship level with the school principal. Also, teachers' views on "adaptation", "identification" and "internalisation" subdimensions of OCS and for the whole context a significant difference is determined in terms of friendship level with the school principal. A positive higher level relationship is explored between the ethical leadership levels of the school principals and teachers' organisational commitment level. This relation indicates that as the ethical leadership level of the principals increases, teachers' organisational commitment levels also increase.