FİLİSTİN EĞİTİM KURUMLARINDA OTANTİK LİDERLİK DAVRANIŞLARININ VE İŞ DOYUMUNUN ÖRGÜTSEL ZEKÂYI GELİŞTİRMEYE ETKİSİ

Abstract

The purpose of this study is to determine the role of authentic leadership behaviors and job satisfaction in strengthening organizational intelligence for secondary school teachers in Palestinian educational institutions. In line with this aim, it offers a comprehensive vision that strengthens the principles of organizational intelligence in secondary education in Palestine. To achieve the aims of this study, the researcher analyzes the data obtained from the scales with descriptive methods. The study involved a sample of 477 teachers in the Gaza Strip during the academic year 2018-2019. Three scales were utilized to gather data: the Arabic adaptation of the "Multidimensional Organizational Intelligence Scale," originally developed by Erçetin, Potas, and Açıkalın (2001, 2004, 2007, 2010, 2015); for job satisfaction, the researcher employed the Arabic version of the "Minnesota Job Satisfaction" scale created by Weiss et al., which incorporates three different models (1967 and 1977), with the 1977 small model being utilized. Additionally, the Arabic version of the authentic leadership scale developed by ALQ Avolio and colleagues in 2007 was employed. According to the research findings, the authentic leadership behaviors in the schools where teachers are employed are of a moderate level. Furthermore, the authentic leadership levels in these schools does not differ according to gender, type of education (Science, Literature), and educational levels. Similarly, the job satisfaction level in the schools where teachers work is moderate, and it does not differ based on gender, type of education (Science, Literature), and educational level. However, job satisfaction levels do vary according to teachers' years of service. Additionally, the research indicates that the organizational intelligence in the schools where teachers work is at a moderate level. The organizational intelligence levels in these schools do not differ based on gender, type of education (Science, Literature), educational level, or years of service. The findings of the research indicate that there is a positive, moderate and statistically significant relationship between the authentic leadership behaviors and organizational intelligence of the schools where teachers work. Additionally, based on teachers' opinions, a statistically significant association was identified between the authentic leadership behaviors of school administrators and the job satisfaction of high school teachers. The study also reveals a statistically significant link between job satisfaction and organizational intelligence, according to teachers' perspectives. In conclusion, the variable of job satisfaction demonstrates greater significance and, therefore, acts as a partial mediator. Notably, the coefficient value for job satisfaction variable is 0.532, surpassing the authentic coefficient value of 0.288. This indicates that the job satisfaction variable holds a higher level of significance and a stronger coefficient value in the second model, signifying its partial mediating role in the relationship between the dependent and independent variables.