The correlation between school principals' social capital leadership and organizational identity of teachers

This study examines the relationship between school administrators' social capital leadership and teachers' organizational identification. The research adopts a correlational survey model. The study population comprises 3,825 teachers working in public primary, secondary, and high schools in the central districts of Burdur, Bucak, Gölhisar, Çavdır, and Karamanlı during the 2023-2024 academic year. The research sample consists of 602 teachers selected through convenience sampling. Data were collected using the "Social Capital Leadership Behaviors Scale of School Principals," developed by Ekinci and Karakuş (2011), and the "Organizational Identification Scale," adapted into Turkish by Karaca Çakınberk, Derin, and Demirel (2011), to measure teachers' organizational identification. The results of the study indicate that school administrators demonstrate social capital leadership behaviors at very high level. Teachers' perceptions of school administrators' social capital leadership levels do not significantly differ based on variables such as the school level where they work, gender, seniority, educational status, or length of service at the same school. Teachers' organizational identification levels were also found to be at a "moderate" level. While teachers' organizational identification does not significantly differ based on the school level, gender, or educational status, it does vary according to seniority and length of service at the same school. The study found a significant, positive, and moderate relationship between school administrators' social capital leadership and teachers' organizational identification. Additionally, it was determined that school administrators' social capital leadership behaviors predict teachers' organizational identification.