Relationships between administrators' emotion management skills, organizational communication and teachers' organizational citizenship behaviors in schools: Fatih District case

The purpose of this research is to examine the direct and indirect relationships between the emotion management skills of administrators, organizational communication and teachers' organizational citizenship behaviors in schools. This research was designed following a survey method. The participant group includes 271 teachers working in public schools in Istanbul Fatih District in the 2022-2023 academic year. Research data was collected through an online data collection tool consisting of a personal information form, and School Administrators' Emotion Management Levels, Institutional Communication, and Organizational Citizenship Behaviors scales. In addition to descriptive, inferential, and correlational analyses, Structural Equation Modelling (SEM) was used to analyze the data. According to the research findings, while school administrators exhibit high emotional management skills, organizational communication is moderate, and teachers show a notably high level of organizational citizenship behaviors. The examined personal, professional and institutional characteristics of teachers indicate no significant difference in school administrators' emotional management skills, organizational communication, and teachers' organizational citizenship behaviors. Based on the model test, school administrators' emotional management skills contribute to teachers' organizational citizenship behaviors not directly but entirely mediated by organizational communication. Given these results, recommendations have been provided to enhance teachers' organizational citizenship behaviors and strengthen schools' emotional management and organizational communication structure.