The relationship between school administrators' management skills and teachers' organizational commitment

The aim of this research is to examine the relationship between the management skills of school administrators and the organizational commitment of teachers according to the perceptions of teachers working in high schools. While the population of the research consists of teachers working in public high schools, the sample consists of 536 teachers determined by convenience sampling, one of the non-randomized sampling methods. In order to gather the data, the "Demographic Information Form" containing personal information; "Management Skills Scale" developed by Quast and Hazucha (1992) and adapted into Turkish by Şekerci and Aypay (2006) in order to reveal the level of management skills of school administrators according to the perceptions of teacherswere used. The "Organizational Commitment Scale", developed by Penley and Gould (1988) and adapted into Turkish by Ergün and Çelik (2019), was used to measure the organizational commitment level of teachers. It was determined that there was a significant, negative and low level correlation between teachers' perceptions of management skills towards administrators and their alienative commitment. It was concluded that teachers' management skill perception levels towards administrators were a significant predictor of teachers' alienative commitment levels and explained 6% of the variance in the alienative commitment. Additionally, it was determined that there was a significant, positive and moderate correlation between teachers' perceptions of management skills towards administrators and their moral commitment. It was concluded that teachers' management skill perception levels towards administrators were a significant predictor of teachers' moral commitment levels and explained 22% of the variance in moral commitment. Key words: School administrator, Management skills, Teacher, Organizational commitment.