The relationship between the authentic leadership roles of school administrators and the organizational socialization levels of teachers

The aim of this study is to determine whether there is a significant relationship between school administrators authentic leadership roles as perceived by teachers and teachers organizational socialization levels.The research employs a correlational survey model, one of the quantitative research methods. The study population consists of 7170 teachers working in public primary, secondary, and high schools affiliated with the Ministry of National Education in the Pendik district of Istanbul during the 2023-2024 academic year. The study sample comprises 610 teachers working in 30 schools, selected through a proportional stratified sampling method. Research data were collected using a questionnaire and two scales. The questionnaire and scales were administered face-to-face to 610 participants, and 593 properly completed responses were included in the analysis. The questionnaire, developed by the researcher, included questions regarding participants' gender, seniority, educational background, school level, age, marital status, career stage, and employment type. Following the demographic questionnaire, participants were administered the Authentic Leadership Scale, developed by Walumbwa et al. (2008) and adapted into Turkish by Tabak et al. (2012), as well as the Organizational Socialization Scale, developed by Erdoğan and Dönmez (2019). The data obtained from the scales were analyzed using descriptive statistical techniques with SPSS 24 and LISREL 12 software. The findings indicate that school administrators' authentic leadership roles, as perceived by teachers, are at the level of "frequent," whereas teachers' organizational socialization levels are at the level of "high." Additionally, school administrators' authentic leadership roles, including their sub-dimensions, were found to be significant predictors of teachers' organizational socialization levels.