Okul Yöneticilerinin Kuantum Liderlik Davranışlarının Yönetim Tarzlarına Ve Öğretmenlerin Örgütsel Bağlılık Düzeyine Etkisi

Abstract

This study investigated the relationships among school administrators’ quantum leadership, management styles and teachers’ organizational commitment. The study also examined whether participants’ perceptions differed significantly by the level of schools, tenure at the school, working time with the administrator, gender, seniority, and educational status. It employed relational screening model. The universe of the research consisted of 47.233 teachers and school administrators working in the central districts of Ankara in the 2020-2021 academic year and the sample was chosen through stratified sampling based on the districts. In data analysis, descriptive statistics, one-way ANOVA test, Dunnet C test, Tukey HSD test and multidimensional scaling analysis (PROXSCAL) were used. The findings indicated that school administrators’ perceptions of quantum leadership differed significantly by “gender” and teachers’ perceptions by “school level, tenure at the school, seniority, and education level”. As for management styles, administrators’ perceptions differed significantly by “seniority and education level” and teachers’ perceptions by “school level, gender, tenure at the school and education level”. Lastly, teachers’ organizational commitment differed significantly by “school level and seniority based on administrators’ perceptions while by “school level, gender and education level” based on self-perceptions of teachers. The findings also revealed that quantum leadership, consisting of "LLI, LYK, LOK and LEED" dimensions, is associated with “cooperative management style” and “identification” and “internalization” dimensions of organizational commitment. Additionally, “oppositional” and “authoritarian” management styles are significantly associated with compliance commitment.