The Relationship Between School Principals' Leadership and Teachers' Organisational Commitment: A Systematic Review

Abstract

The aim of this study is to conduct a systematic review of studies on the relationship between school principals' leadership behaviors and teachers' organizational commitment. For this purpose, 23 research articles indexed in WOS, ERIC, EBSCO, SCOPUS and ULAKBİM databases between 2000-2017 in the Turkish context and selected through certain criteria were collected for analysis. According to the results of the studies examined, as the leadership behaviours that were prominent in these studies were having a common objective and vision in school, forming a culture of cooperation, enhancing communication and interaction, showing interest and appreciation of individuals, supportive and constructive behaviours, being fair, creating a working culture based on respect and trust, sharing responsibilities, and managing and maintaining change in school. Moreover, in the studies, school principals' organizational commitment was reported to be positively related to transformational leadership, servant leadership, and ethical leadership behaviors. These leadership behaviors were also found to be important predictors of organizational commitment.

The Effect Of Leadership Qualities On Organizational Commitment Among Bureaucrats; Emotional Intelligence As A Moderator

“…The school principals' organizational commitment was found congruent with servant leadership, transformational leadership, and ethical leadership behaviors (Mushtaque et al, 2021). These leadership behaviors were identified as important predictors of organizational commitment (Cansoy, 2019). Furthermore, in order to analyze the third hypothesis, the Hayes Process Macro Model was applied to gauge the moderating effect of emotional intelligence.…”

“…The school principals' organizational commitment was congruent Aqsa Batool,et al 149 Migration Letters with servant leadership, transformational leadership, and ethical leadership behaviors. These leadership behaviors were identified as important predictors of organizational commitment (Cansoy, 2019). The employees' perception of responsible leadership has a significant impact on turnover intentions and organizational commitment.…”

Güçlendirici Liderlik, Destekleyici Çalışma Ortamı ve Örgütsel Bağlılık Arasındaki İlişkiler: Rehberlik ve Araştırma Merkezleri (RAM) Örneği

“…Müdürlerin liderlik biçimlerinin öğretmenin bağlılığını artırabileceği veya azaltabileceği birçok araştırmacı tarafından belirtilmektedir (Allen ve Meyer, 1990;Bektaş, Çoğaltay ve Sökmen, 2014;Korkmaz, 2011;Rosenholtz ve Simpson, 1990;Şama ve Kolamaz, 2011;Uslu ve Beycioğlu, 2013). Polatcan ve Cansoy (2019), okul müdürlerinin liderlik stilleri ile öğretmen bağlılığı arasındaki ilişkileri inceleyen çalışmaların sistematik analizini yaptıkları araştırmalarında, okul müdürlerinin sorumluluğu paylaşma, destekleme ve geliştirme, iş birliği kültürü oluşturma, bireylere ilgi gösterme ve değer verme, güven temelli çalışma kültürü oluşturma gibi öne çıkan liderlik davranışlarının öğretmenlerin okullarına olan bağlılıklarını artırdığı sonucuna ulaşmışlardır. Çoğaltay (2014), liderlik stilleri ile örgütsel bağlılık arasındaki ilişkiyi araştırdığı meta-analiz çalışmasında, sergilenen dönüşümcü liderlik stillerinin örgütsel bağlılık üzerindeki geniş düzeyde pozitif etkisini saptamıştır.…”

Creencias de directores de establecimientos educacionales municipales acerca del compromiso docente

“…La evidencia empírica aportada por la investigación en el contexto internacional ha señalado una fuerte relación entre el liderazgo del director y el compromiso docente. Básicamente, se ha demostrado que los directores influyen en el compromiso de los docentes hacia sus escuelas (Cansoy & Polatcan, 2019;Sun, 2014), y que los apoyos de los directores son fuente de compromiso profesional (Shoaib & Khalid, 2017). Goddard, Goddard, Kim y Miller (citado en Bolívar, 2015) encontraron que había una relación directa significativa entre el liderazgo educativo de los directores y el grado de colaboración y trabajo conjunto de los docentes, y en este sentido el compromiso sería nutrido desde la conformación de una comunidad profesional de aprendizaje, a través del fortalecimiento de las creencias en la eficacia colectiva (Bolívar, 2015;Sun, 2014).…”

“…Así lo señalan también revisiones de literatura internacional en las últimas dos décadas (Sun, 2014), que ubican el compromiso docente como un punto de conexión entre el liderazgo escolar y los resultados de aprendizaje, indicando su valor único ya que contribuye significativamente al aprendizaje de los estudiantes, mientras es maleable por el liderazgo del director. La influencia de esto último también tiene respaldo en la literatura especializada (Cansoy & Polatcan, 2019;Cherkowski, 2012;Liu, 2015;Shila & Sevilla, 2015).…”