Investigation of the motivational language used by school managers and the organizational commitment of preschool teachers

The aim of the study is to examine the relationship between the motivational language used by school principals and the organizational commitment of teachers according to the perceptions of preschool teachers. The research is a study conducted in relational screening model. The population of the research is 730 pre-school teachers working in schools located in the central districts of Diyarbakır; The sample consists of 352 preschool teachers working in schools determined by random sampling method. "Motivational Language Scale" (MLS) and "Organizational Commitment Scale" (OCQ) were used as data collection tools. The collected data is transferred to the statistical package program; percentage analysis, frequency, mean, standard deviation, t-test, ANOVA test, spearman correlation analysis, regression analyzes were performed. According to the results of the research, motivational language use levels of school administrators were determined at the level of agree, and organizational commitment levels of teachers were determined at the level of undecided. In the motivational language perceptions of preschool teachers; There were significant differences in terms of gender, principal gender, principal's education level, school type and teacher age. Teachers' organizational commitment levels; Significant differences were determined according to the principal's educational status, school type, teacher age, working time in the same school, seniority and working time with the same administrator. It has been determined that there is a moderately positive relationship between motivational language and organizational commitment, and the use of motivational language by school administrators is a significant predictor of teachers' organizational commitment.