The relationship between school administrators' managerial styles and teachers' organizational commitment

This study was carried out in order to reveal the relationship between the perceived leadership styles of the teachers working in secondary schools in private education institutions about their school principals and their organizational commitment. Relational survey model, one of the quantitative research methods, was used. Socio-demographic information form, three-dimensional leadership style scale, and three-dimensional organizational commitment scale were used in the research. 392 primary school teachers working in private institutions operating in Diyarbakır province participated in the research. The criterion sampling method, one of the purposive sampling methods, was used in the selection of the sample. Teachers' perceptions of transformational leadership and continuity leadership were found at medium level, and their perceptions of liberating leadership were found at low level. Teachers' emotional commitment levels were found to be high, continuance commitment and normative commitment levels were moderate. A significant difference was found in the perceptions of transformational leadership according to the teachers' monthly income, their working time in the institution they work in, and whether they have been a manager or not. Significant differences were found in the continuation commitment of the teachers according to their gender, professional seniority, in all organizational commitment dimensions according to their marital status, in the main dimension of organizational commitment according to their monthly income and household income, in the normative commitment dimension according to their previous managerial status, in the main dimension of continuance commitment and organizational commitment according to their career titles. It was concluded that there is a moderately significant and positive relationship between teachers' transformational leadership perceptions and levels of emotional commitment and continuance commitment, and a low-level significant and positive relationship between their normative commitment levels. It has been concluded that there is a low, negative and significant relationship between teachers' perceptions of continuity leadership and levels of emotional commitment and normative commitment. It was concluded that there is a moderate and negative relationship between teachers' relieving leadership perceptions and emotional commitment levels, and a low-level significant and negative relationship between continuance commitment and normative commitment levels.