According to the opinions of classroom teachers the relationship between the transformational leadership of primary school administrators and organizational cynicism

How classroom teachers evaluate school administrators in terms of transformational leadership is important in terms of making the highest contribution to the goals of primary school. The fact that primary school teachers see school administrators as transformational leaders will increase their motivation and will positively affect their performance and contribution to the primary school goals. At the same time, the fact that classroom teachers see school administrators as transformational leaders enables the formation of organizational cynicism by enabling a trust-based interaction towards school administrators and the school. In this study, the relationship between the transformational leadership of school administrators and organizational cynicism was investigated according to the views of classroom teachers. Relational survey model, one of the quantitative research methods, was used in the research. 375 primary school teachers working in public primary schools in the districts of Karabağlar, Bayraklı, Bornova, Gaziemir and Balçova, which form the metropolitan city of İzmir, were included in the sample by using the proportional cluster sampling method based on the 0.5 significance level. "Transformational Leadership Scale (DLS)" and "Organizational Cynicism Scale (OSS)" were used together with "personal information form" as data collection tools. The Cronbach Alpha value of the "Transformational Leadership Scale (DLS)" was found to be 0.98. The Cronbach Alpha value of the "Organizational Cynicism Scale (OSS)" was found to be 0.92 in the whole and 0.89 in cognitive cynicism, 0.93 in affective cynicism, and 0.74 in behavioral cynicism. Since the data obtained from the "Transformational Leadership Scale (DLS)" and the "Organizational Cynicism Scale (OSS)" did not show normal distribution, the non-parametric Mann Whitney U Test and Kruskal-Wallis Test were used. According to the research findings, classroom teachers are of the opinion that primary school administrators show transformational leadership at a "high" level. Classroom teachers' views on the transformational leadership of primary school administrators do not differ significantly according to gender, marital status and educational status; however, it differs significantly according to professional seniority Among primary school teachers' views on the transformational leadership of primary school administrators, the highest positive opinion is seen in 25+ years of professional seniority. Classroom teachers are of the opinion that organizational cynicism is at a "low" level. Classroom teachers found that the sub-dimensions of organizational cynicism, "cognitive cynicism" and "behavioral cynicism" with arithmetic mean "low", "affective cynicism" considers it to be "very low" level. Classroom teachers' views on organizational cynicism do not differ significantly according to gender, professional seniority and educational status; however, while it does not show a difference in the dimensions of affective cynicism and behavioral cynicism according to marital status, it shows a significant difference in all organizational cynicism and cognitive cynicism dimension. Married classroom teachers are of the opinion that organizational cynicism and its sub-dimensions cognitive cynicism are more common than single classroom teachers. According to the opinions of the classroom teachers, there is a "moderate" and "negative" relationship between the transformational leadership of primary school administrators and organizational cynicism. In other words, according to the opinions of classroom teachers, organizational cynicism decreases as the transformational leadership of primary school administrators increases. KEYWORDS: Classroom Teacher, Primary School Administrator, Transformational Leadership, Organizational Cynicism, Opinion