The relationship between school administrators? leadership style and physical education teachers? exposure to mobbing, organizational commitment and job satisfaction

The purpose of this study is to identify the relationship between school administrators? leadership style and physical education teachers? exposure to mobbing, organizational commitment and job satisfaction.The population of the study comprised 291 physical education teachers working in Sakarya and Bartın cities in 2009-2010 education year. In order to identify school administrators transformational and procedural leadership styles, Multifactor Leadership Questionnaire 5-x short (MLQ) was used. Physical education teachers? exposure to mobbing was measured by using Negative Acts Questionnaire (NAQ) (Einarsen & Raknes, 1997). Organizational Commitment Scale which was developed by Balay was used to measure the organizational commitment levels of physical education teachers (Balay, 2000a & Balay, 2000b). Moreover, Minnesota Job Satisfaction Scale Short Form which consists of 20 items was used to identify the job satisfaction levels of physical education teachers. In order to analyze the data collected for the study, several statistical techniques such as descriptive statistical analyses, variance analysis, correlation analysis and multiple regression analysis were used.As a result of the study, according to physical education teachers? perceptions, school administrators ?usually? demonstrate transformational leadership behaviors and ?sometimes? demonstrate procedural leadership behaviors. Physical education teachers show lower organizational commitment in the compliance sub-dimension, moderate organizational commitment in the identification sub-dimension and higher organizational commitment in the internalization sub-dimension. Their job satisfaction level is ?I am pleased?. When physical education teachers? exposure to mobbing is evaluated, it is understood that they experience mobbing at lower levels.There is a negative and moderately significant relationship between school administrators? transformational leadership behaviors and physical education teachers? exposure to mobbing.When sub-dimensions of physical education teachers? organizational commitment and sub-dimensions of schools administrators? leadership styles are examined, transformational leadership has 1-a negative moderate significant relationship with adaptation, 2-a positive moderate significant relationship with identification and 3-a positive high significant relationship with internalization. School administrators? procedural leadership sub-dimension has a positive high significant relationship with only internalization sub-dimension of physical education teachers? organizational commitment,When sub-dimensions of schools administrators? leadership styles and physical education teachers? job satisfaction are examined, there is 1-positive moderate significant relationship between transformational leadership and job satisfaction and 2-positive lower significant relationship between procedural leadership and job satisfaction.When sub-dimensions of physical education teachers? organizational commitment and job satisfaction are examined, there is 1-negative moderate significant relationship between adaptation sub-dimension and job satisfaction and 2-positive moderate significant relationship between identification and internalization sub-dimensions and job satisfaction.There is a moderate negative relationship between physical education teachers? exposure to mobbing and their job satisfaction.When sub-dimensions of physical education teachers? organizational commitment and exposure to mobbing are examined, there is 1-positive moderate significant relationship between adaptation sub-dimension and mobbing, and 2-negative lower significant relationship between identification and internalization sub-dimensions and mobbing.Key words: Physical education teacher, transformational leadership, transactional leadership, mobbing, organizational commitment, job satisfaction.