The relationship between school managers' instructional leadership roles and teachers' organizational identification (Çorum sample)

The aim of this research is to prove, according to the teachers' perceptions, the relationship between the school managers' instructional leadership roles and degrees of teachers' organizational identification by analyzing in terms of various parameters. Thats why, it was used relational search model as a research model. The teachers working in Çorum city centre in 2013-2014 academic year attended to the research. In the research, school managers' leadership behaviour scale was used to identify the level of acting of a school manager's educational ladership role. The scale's Cronbach alpha reliability number is defined 0.96, Organizational Identification Scale was used to state the degrees of the teacher's organizational identification. The scale's Cronbach alpha figüre is calculated 0.91. Also, personal information form prepared by the searcher was used to detect the demographic properties of the teacher's attending to the research. During the data collecting, school managers and teachers were informed about the research by visiting the schools selected and datas were collected from the teachers requesting to the research as volunteers by giving scales. Aritmetic mean and standart deviation as figurative statistics were used to define the average of the degrees of the teachers' organizational identification and school managers' instructional leadership roles in terms of teacher sensations. Were analyzing the school managers' instructional leadership roles and Mann Whitney U-test and Kruskal Wallis H-test from non-parametric tests were performed to analyze the level of teachers' organizational identification. Spearman correlation analysis was done to determine the relationship between the school managers' instructional leadership roles and the teachers' organizational identification. According to the conclusions of the research, it is cleary seen that school managers have instructional leadership roles. It was detected that while branch and age parameters have meaningful influence on school managers' instructional leadership roles, gender, marital status, professional seniority, working time in school and educational background parameters do not have meaningful effects. It was seen that teachers' organizational identification is in a high level. It was determine that while branch, working time in school, age parameters have meaningful effect on the degrees of the teachers' organizational identification, gender, marital status, professional seniority and educational background have no significant impact. According to the teachers' perceptions, it was ascertained that there is a positive and moderate relationship between school managers' instructional leadership roles and the degree of the teachers' organizational identification. Keywords: School Manager, Identification, Instructional Leadership, Organizational Identification.