The Relationship between Teachers' Perception about School Managers' Talent Management Leadership and the Level of Organizational Commitment

Aytaç, Tufan

doi:10.14689/ejer.2015.59.10

Cited by 26 publications

(31 citation statements)

References 13 publications

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“…In light of such startling findings, principal leadership style is important to recruiting and retaining teachers. A multitude of studies solidify the belief that leaders' behavior and staff perception have statistically significant correlation positively impacting job satisfaction and long term retention (Allen, 2015;Anderson, 2015;Aytaç, 2015;Bonaros, 2006;Boyce & Bowers, 2018;Gupta, 2015;McKinney, 2009;Owens, 2013;Yeldell, 2012;Zhang, 2010). Leadership is as much about leaders' behaviors as it is about followers' perception of the leader (Arogundade & Arogundade, 2015).…”

Section: Perceptions Of School Leader Effectivenessmentioning

confidence: 96%

Making Sense of Georgia School Leader Evaluation: Climate, Engagement and the District Office

Singh¹,

Townsley

2020

ger

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Assessment of principal effectiveness is a complex process due to the multidimensional nature of their job. Historically, a disproportionate significance has been placed on standardized assessment scores when evaluating school leaders, therefore states are beginning to emphasize other factors such as school climate in order to increase employee retention. This study investigated any correlation between leadership effectiveness, the staff perception of school climate, and employee engagement in a suburban Georgia school district's 139 schools. An improved understanding of these constructs may assist principals and assistant principals modify their leadership practices to better meet the needs of their teachers. Results suggest a significant correlation between leadership effectiveness, staff perception of school climate and employee engagement across the district with varied levels of agreement at the elementary, middle school and high school levels. Implications for leadership preparation programs and redundancy in school leader evaluation systems are noted. Future research is recommended to improve the reliability and validity of the leader evaluation tool, along with studying similar data trends from other school districts in the country.

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Section: Perceptions Of School Leader Effectivenessmentioning

confidence: 96%

Making Sense of Georgia School Leader Evaluation: Climate, Engagement and the District Office

Singh¹,

Townsley

2020

ger

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“…In seven studies examined, there are findings revealing a significant and positive relationship between continuance commitment and different leadership behaviors (Arabacı, Alanoğlu & Doğan, 2014;Aytaç, 2015;Bozkuş & Gündüz, 2016;Çetin & Aydın, 2012;Çokluk & Yılmaz, 2010;Doğan & Aslan, 2016). They reported that there were significant and positive relationships between supportive leadership, servant leadership, spiritual leadership, talent management dimensions of strategic talent and working with others and continuance commitment, and between charismatic leadership, ethics in decision-making, transformational leadership dimensions of inspirational motivation, individual interest and intellectual stimulation and continuance commitment.…”

Section: Relationships With Continuance Commitmentmentioning

confidence: 99%

“…İncelenen yedi farklı çalışmada devam bağlılığı ile liderlikte farklı davranışların anlamlı ve pozitif yönde ilişkileri olduğuna dair bulgular bulunmaktadır (Arabacı, Alanoğlu ve Doğan, 2014;Aytaç, 2015;Bozkuş ve Gündüz, 2016;Çetin ve Aydın, 2012;Çokluk ve Yılmaz, 2010;Doğan ve Aslan, 2016). Destekleyici liderlik, hizmetkar liderlik ruhsal liderlik, yetenek yönetimi liderliği boyutlarından stratejik yetenek ve başaklarıyla birlikte çalışma ile devam bağlılığı arasında ve karizmatik liderlik, karar vermede etik ve dönüşümcü liderlik boyutlarından ilham verici motivasyon, bireysel ilgi ve entelektüel uyarım ile devam bağlılığı arasında anlamlı ve pozitif yönde ilişkiler olduğu bulunmuştur.…”

Section: Devam Bağlılığı Ile İlgili İlişkilerunclassified

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

Polatcan

Cansoy

2019

Bartın Üniversitesi Eğitim Fakültesi Dergisi

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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.

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“…Bunun nedeni öğretim kademelerinin farklı olması şeklinde açıklanabilir. Diğer taraftan ortaöğretim kurumlarında, Aytaç (2015) tarafından yapılan bir araştırmada öğretmen algılarına göre okul yöneticilerinin yetenek yönetimi liderliği düzeyleri orta olarak bulunmuş aynı zamanda Demirkasımoğlu ve Taştan (2015) özel öğretim kurumlarında yetenek yönetimi uygulamalarının "orta" düzeyde olduğunu belirlemişlerdir. Bu bulgular ile araştırma bulguları oldukça benzerlik göstermektedir.…”

Section: Sonuç Ve Tartişmaunclassified

Özel Okullarda Yetenek Yönetimi Uygulamaları

Güneş¹,

Kara²

2017

Sakarya University Journal of Education

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Öz. Bu araştırmanın amacı, özel okullarda yetenek yönetimi uygulamalarının gerçekleşme düzeyini belirlemektir. Araştırma tarama türünde desenlenmiştir. Araştırmanın çalışma evrenini İstanbul'da bulunan özel ilkokul, ortaokul ve liseler oluşturmaktadır. Araştırmanın örneklemini basit tesadüfi yöntemle belirlenmiş olan 257 öğretmen oluşturmuştur. Veriler araştırmacılar tarafından geliştirilen üç alt boyut ve 25 maddeden oluşan Özel Okullar İçin Yetenek Yönetimi Ölçeği aracılığı ile toplanmıştır. Verilerin analizi için standart sapma, ortalama, bağımsız örneklem t-testi ve ANOVA testleri kullanılmıştır. Araştırmada öğretmenlerin yetenek belirleme, yetenek kültürü boyutlarına ve yetenek yönetiminin toplamına ilişkin görüşleri "orta" düzeyde iken, yetenek geliştirme boyutunda ise öğretmenlerin görüşlerinin "yüksek" düzeyde bulunmuştur. Yetenek yönetimi uygulamalarına yönelik öğretmenlerin görüşleri; cinsiyet, yaş ve öğrenim durumu değişkenlerine göre istatistiksel olarak anlamlı bir fark göstermemektedir. Çalıştığı kurum ve kıdem değişkenine göre ise yetenek geliştirme boyutunda istatistiksel olarak anlamlı bir fark bulunmuştur. İlkokullarda görev yapan öğretmenlerin görüşlerinin, ortaokul ve liselerde görev yapan öğretmenlerin görüşlerinden farklılaştığı bulunmuştur. Yetenek geliştirme boyutunda kıdem değişkenine göre bu farkın 1-5 yıl kıdeme sahip olanlarla 6-10 yıl kıdeme sahip olanlar arasında olduğu belirlenmiştir. Abstract. The aim of this study is to determine the level of talent management implementations in private schools. The study is designed in the survey model. Target population of the study private schools in Istanbul. The sample of the study consists of 257 teachers. The sample was chosen through simple random sampling. The data of the study was collected through "Talent Management Scale for Private Schools" that include three sub-dimensions and 25 items. In order to analyze the data, standard deviation, mean, independent samples t-test, one-way ANOVA analysis were used. According to the findings obtained from this study, the level of teachers' opinions regarding talent determining dimension, talent culture dimension and talent management were determined to be moderate. However, their levels of talent developing dimension were found to be high. In addition, it was identified that the opinions of teachers' regarding the talent management implementations showed statistical no significant difference according to gender, age, seniority and educational level variables. The opinions of teachers' regarding the talent management implementations showed statistical significant differences according to the organization where s/he works variable. Tukey-b tests revealed that opinions of primary school teachers' differ from opinions of elementary school teachers' and high school teachers'. According to seniority variable in talent development dimension, this difference was found to be between those who have 1-5 years of seniority and those who have 6-10 years of seniority.

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The Relationship between Teachers' Perception about School Managers' Talent Management Leadership and the Level of Organizational Commitment

Cited by 26 publications

References 13 publications

Making Sense of Georgia School Leader Evaluation: Climate, Engagement and the District Office

Making Sense of Georgia School Leader Evaluation: Climate, Engagement and the District Office

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

Özel Okullarda Yetenek Yönetimi Uygulamaları

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