The relationship between the school administrations' motivational language and teachers' extra role behaviours

In this research, the relationship between the school administrations' motivational language and the teachers' extra role behaviours is pointed out. In this study, according to the views of the teachers who work at the state schools in the city centre and the towns around Düzce, the relationship between the school administrations' motivational behaviours and the teachers' extra role behaviours is observed with a wide variety of demographic differences. In this research sampling, 416 teachers are chosen according to the representations of the towns' state schools in the city centre. While sampling, simple non-optional sampling method is used due to the easy-reach. According to the results of the research, the school administrations mostly prefer to use the directional-motivational language and then in order, possession-creative motivational language and encouraging-motivational language. According to the findings of the research, the teachers mostly use supporting role behaviours. It is also found that there is a great difference between the views of the male and female teachers in favor of the male ones statistically. It is also found that the male teachers have more intrusive extra role behaviours than the female teachers. The school administrations' directional motivational language and possession creative motivational language is seen in favor of branch teachers in terms of total motivational languages with respect to the sub-dimensions. The administrations' encouraging motivational language is seen in favor of the teachers who have master's degree with regard to the educational state. When it comes to the professional seniority, there is a great difference of the administrations' directional- motivational language and encouraging motivational language between the teachers whose professional seniority is between 1 and 5, and between 6 and 10 and the teachers who has just started their professional seniority with respect to the sub-dimensions. There is no great difference between the administrations' motivational languages and the teachers' extra role behaviours with regard to the age statistically. There is a big difference in the administrations' motivational languages with regard to the kind of the schools statistically. This difference is in the high schools with all sub-dimensions. There is no big difference in the teachers extra role behaviours with respect to the kind of the schools they work at, though. It is found out that there is a low positively relationship between encouraging extra role behaviours and intrusive extra role behaviours. The administrations' motivational language predicts the practice in the teachers' extra role behaviors in a very low level.