The Investigation of Relationship between the Leadership Style School Principals' and Teachers' Organizational Commitment Level

In this study, it is investigated which leadership styles the school managers have demonstrated and how the leadership styles of school managers influence the organizational commitments of teachers according to the perceptions of teachers working in primary, secondary and high schools in the province of Erzincan. The study population consists of teachers who work in primary, secondary and high schools in Erzincan city center in 2013-2014 school year. 515 teachers were included in the working group of the study. The data was obtained through leadership styles scale and organizational commitment scale. In this study, the relational screening model was preferred. According to the study results, school administrators usually demonstrate transformational leadership behavior. In teachers' opinions, the organizational commitment levels of teachers were found to be high. While teachers displayed the highest agreement to the internalization dimension of organizational commitment, they showed the lowest agreement to the dimension of identification. On the other hand, they displayed medium-level agreement to the dimension of adaptation. A positively meaningful relation was observed between transformational leadership style and organizational commitment and between the quality of work and life and organizational commitment. As result of the analyses conducted, it was concluded that the leadership styles of school administrators were a meaningful predictor of organizational commitment of teachers.