Investigation of the relationship between the visionary leadership characteristics of school principles and the organizational commitment of teachers

The main purpose of this study is to examine the relationship between the organizational commitment levels of teachers working at kindergarten, primary, secondary and high school levels and their perceptions of the visionary leadership characteristics of the school principals. The study was structured on the basis of the relational survey model, one of the quantitative research methods. As a result of the analysis, it was determined that teachers' perceptions of the visionary leadership characteristics of the school principals they work with differed significantly according to the variables of gender, education type, gender*professional seniority, gender*education type, but did not show a significant change in relation to the variables of branch, professional seniority, and school type. As a result of the analysis related to organizational commitment, a statistically significant difference was found in the factors of branch, professional seniority, school type, and type of education, but no significant difference was found in the factor of gender. As a result of the correlation analysis, it was determined that the visionary leadership of school principals had a moderate, positive and significant relationship with teachers' organizational commitment. As a result of the findings, it was determined that the visionary leadership characteristics exhibited by the school principals with whom teachers work positively affect their organizational commitment.