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Abstract


EFFECTS OF LEADERSHIP STYLES OF SCHOOL PRINCIPALS ON THE ORGANIZATIONAL COMMITMENTS OF TEACHERS

In our world that has been changing, the expectations of teachers from the leadership styles of their principals with whom they are working have also been changing. It is thought that traditional leadership styles should be left behind from now on. The study has been carried out by means of a qualitative research method. The purpose of this study is to make a detailed examination on the effects of leadership styles of school principals on the organizational commitments of teachers. In line with this purpose responses have been sought to the questions “What are the leadership styles of the school principals where the teachers work?” “What are the effects of leadership styles of school principals on the organizational commitments of teachers?” and “What should school principals do to increase the organizational commitments of teachers?”. The sample group of this study consists of teachers working at formalhigh schools. Data were collected by means of a semi-structured interview method. Teachers have listed the leadership styles of the school principals where they work as visionary, transformational and transactional leaders from the most to the least seen leadership styles. It has been understood that leadership styles of school principals have effects on the organizational commitments of teachers in terms of sense of belonging to the organization and motivation factors. What the teachers expect from their school principals to do in order to increase their organizational commitment can be listed as follows, respectively: school principals should be fair, they should ask the teachers’ opinions, they should back the teachers up, they should communicate well with the teachers, they should appreciate the teachers, they should ensure the change and development at school and they should be understanding. In line with the findings of this study, the researcher has made recommendations as follows: when it is considered that the organizational commitments of teachers are much more when working with a principal who has visionary or transformational leadership style, school principals who have such type of leadership styles may be appointed to the schools from now on; since it is observed that the motivations and organizational commitments are of low level of teachers working with school principals applying transactional leadership style, school principals may be provided with in-service training on the matter of leadership styles and management; and school principals should not make discrimination among teachers and they should be fair.



Keywords
Organizational commitment, Motivation, Leadership styles, School principals.



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