Relationship between the supervisory roles of school principals and the organizational socialization levels of teachers

The aim of this research is to examine the relationship between school principals 'supervisory roles and teachers' organizational socialization levels. The research is a quantitative study in relational screening model. The population of the study consists of 5813 teachers working in pre-school, primary, secondary and high schools in Siirt city center and districts in the 2019-2020 academic year. The sample of the study was determined by applying the simple random sampling method based on probability. 1103 teachers participated in the study. In the study, the "Supervisory Roles of School Administrators Scale" developed by Bayraktutan (2011) used. To determine the supervisory roles of school administrators, "Organizational Socialization Scale" which developed by Chao, O'Leary-Kelly, Wolf, Klein and Gardner (1994) and adapted to Turkish by Balcı, Öztürk, Saylık, Polatcan, and Bil (2016) used in order to examine teachers' views on organizational socialization. As a result of the research, teachers' perception of supervisory roles and organizational socialization were found to be high. As a result of the study, there was no significant difference in teachers' perceptions of the supervision roles of school principals in terms of gender, seniority, age, marital status and assignment type, but a significant difference was found in terms of branch, educational status and working time with the school principal. In the study, no significant difference was found in the perceptions of teachers on organizational socialization according to the variables of gender, marital status, branch, educational status and assignment type. A significant difference was found in teachers' perceptions of organizational socialization according to the variable of seniority, age and working time with the school principal. It was determined that there is a moderate positive relation between the supervisory roles of school principals and teachers' perceptions of organizational socialization.