The effect of school principal's leadership styles on teachers' organizational commitment and job satisfaction

There is leadership in every aspect of a person's life, such as economics, politics, education, and there is no social structure and organization without a leader. The leadership styles of school administrators, who are the most active organization of education, change positively or negatively the organizational commitment and job satisfaction levels of teachers, with whom they interact the most with all sharers. The aim of this research is to determine the effects of school principals' leadership styles on teachers' organizational commitment and job satisfaction in a descriptive screening model. The research was conducted on the principals of secondary education level schools with or without exams in Çorum and on 1206 teachers who work in these schools. The multi-factor leadership scale, organizational commitment scale and job satisfaction scale were applied via Google form. The collected data were analyzed with the Python programming language and the proportional distribution values of the demographic characteristics of the teachers were graphically displayed. The Kolmogorov-Smirnov test result was used since the number of data was 353 in the normality tests of the hypotheses. The Mann Whitney U test was applied to determine which groups had significant differences according to demographic variables. Through confirmatory factor analysis, it has been determined that leadership styles have significant and positive effects on both organizational commitment and job satisfaction on a general scale. However, within the scope of sub-dimensions, there is a negative relationship between the types of liberating leadership and follow-up leadership, and job satisfaction and organizational commitment. The research consists of three parts. In the first part, the theoretical framework of the concepts of management, management approaches, organization, organizational commitment, and job satisfaction is drawn, and in the second part, the theoretical framework of leadership approaches and leadership styles is drawn. In the third part, hypotheses, data analysis and findings are examined.