The relationship between instructional leadership and organizational commitment in primary schools (A study in Konya)

The aim of this study is to determine, by perception of teachers, the relationship between instructional leadership and organizational commitment in primary schools. The study is based on relational and casual method of survey. In the study, rational variety of method is used for determining sampling. In this context, the sampling group is composed of 17 primary schools with 419 teachers who worked during 2009-2010 educational year, in three districts (Selçuklu, Meram and Karatay), which are considered as number of school and teacher in the limits of Metropolitan City of Konya.In the study, a survey for determining instructional leadership in primary schools, namely ?Instructional Leadership Behaviors of Principals?? developed by Şişman (1997), and another survey for determining organizational commitment of teachers, namely ?Organizational Commitment Questionnaire? developed by Porter, Steers, Mowday ve Boulian (1974) are used. In analysing data, of descriptive statistic methods, mean ( ), standard deviation (s), percentage (%) frequency (f) transactions and also Pearson moments two-tailed correlation analysis and multi-regression analysis are used.According to findings, it is found that replies of teachers within the sampling at most displaying dimension of instructional leadership is determining and sharing the school?s aims. It is identified that principals displaying support and grow the teacher dimension at least. Generally, there is a meaningful and middle level relationship between instructional leadership and organizational commitment at positive direction. According to this result, as the perception of teachers towards factors influencing instructional leadership in primary schools is positive, their organizational commitment increases in the same rate.When the relationship between dimensions of instructional leadership and organizational commitment is considered, there is a meaningful relationship at middle level and positive direction between all of the dimensions of instructional leadership and teachers? organizational commitment. According to results of regression analysis for identifying whether instructional leadership support organizational commitment or not, it is seen that the variants of determining and sharing the school?s aims and creating regular teaching and learning environment and climate behaviors are meaningful supportive on organizational commitment.