The Relationship between Teachers’ Teacher Leadership Roles and Organizational Commitment Levels
pp. 35-51 | Published Online: November 2014 | DOI: 10.12973/edupij.2014.312.3
Ibrahim Colak, Yahya Altinkurt, Kursad Yilmaz
The purpose of this research is to determine the relationship between teacher leadership roles and organizational commitment levels of primary, secondary, and high school teachers. This study was designed in survey model. The sample of the study consisted of 280 teachers working in Mugla, Turkey. Participants were selected using disproportionate cluster sampling technique. Data was collected through the application of the Teacher Leadership Scale and Teacher Organizational Commitment Scale. Descriptive statistics, t-test, ANOVA, and Pearson correlation coefficients were used to analyse the data. Based on the findings, teachers’ level of performing leadership roles was lower than they consider such roles to be necessary. Teachers consider that the professional improvement dimension of teacher leadership was the most necessary, and should be performed accordingly. This is followed by collaboration among colleagues, and institutional improvement. Teachers also consider that they demonstrate moderate level of commitment. There are significant relationships between teachers’ teacher leadership roles and organizational commitment levels.
Keywords: teacher leadership, leadership, organizational commitmentReferences
Albdour, A. A., & Altarawneh, I. I. (2014). Employee engagement and organizational commitment: Evidence from Jordan. International Journal of Business, 19 (2), 192-212.
Altinkurt, Y., & Yilmaz, K. (2011). Secondary school teachers’ views on teachers’ leadership behaviours. Journal of Qafqaz University, 32, 104-113.
Angelle, P. S., & DeHart, C. A. (2011). Teacher perceptions of teacher leadership: Examining differences by experience, degree and position. Nass Bulletin, 95 (2), 141-160.
Angelle, P. S., Nixon, T. J., Norton, E. M., & Niles, C. A. (2011, November). Increasing organizational effectiveness: An examination of teacher leadership, collective efficacy, and trust in schools. Paper presented at the annual meeting of the University Council for Educational Administration, Pittsburgh.
Aslan, M. (2011). Teacher leadership and classroom climate: A study regarding the opinions of teachers and students. (Unpublished master’s thesis). Osmangazi University, Eskisehir.
Aydin, A., Sarier Y., & Uysal, S. (2011). The effect of gender on organizational commitment of teachers: A meta analytic analysis. Educational Sciences: Theory & Practice, 11 (2), 615-633.
Bakioglu, A. (1998). Lider ogretmen. M. U. Ataturk Egitim Fakultesi Egitim Bilimleri Dergisi, 10, 11-19.
Balay, R. (2014). Yonetici ve ogretmenlerde orgutsel baglilik. Ankara: Nobel Yayincilik.
Beycioglu, K. (2009). An analysis of teacher leadership roles in elementary schools: The case of Hatay province. (Unpublished doctoral dissertation). Inonu University, Malatya.
Beycioglu, K., & Aslan, B. (2010). Teacher leadership scale: A validity and reliability study. Elementary Education Online, 9 (2), 764–775.
Beycioglu, K., & Aslan, B. (2012). Teachers and administrators’ views on teacher leadership: A mixed methods study. Educational Administration: Theory and Practice, 18 (2), 191-223.
Buchanan, B. (1974). Building organizational commitment: The socialization of managers in work organizations. Administrative Science Quarterly, 19 (4), 533-546.
Can, N. (2006). Ogretmen liderligi ve engelleri. Sosyal Bilimler Arastirmalari Dergisi, 2, 137-161.
Can, N. (2007). Teacher leadership skills and its level of realiziation. Erciyes Universitesi. Sosyal Bilimler Enstitusu Dergisi, 22 (1), 263-288.
Can, N. (2014). Ogretmen liderligi. Ankara: Pegem Akademi.
Celep, C. (2000). Egitimde orgutsel adanma ve ogretmenler. Ankara: Ani Yayincilik.
Chi, H. (2013). The organizational commitment, personality traits and teaching efficacy of junior high school teachers: The meditating effect of job involvement. The Journal of Human Resource and Adult Learning, 9 (2), 131-142.
Dalgic, G. (2014). A meta-analysis: Exploring the effects of gender on organisational commitment of teachers. Issues in Educational Research, 24 (2), 133-151.
Devos, G., Tuytens, M., & Hulpia, H. (2014). Teachers’ organizational commitment: Examining the mediating effects of distributed leadership. American Journal of Education, 120, 205-231.
Dogan, S., & Kilic, S. (2008). Orgutsel bagliligin saglanmasinda personel guclendirmenin yeri ve onemi . Erciyes Universitesi İktisadi ve İdari Bilimler Fakultesi Dergisi, 29, 37-61.
Etzioni, A. (1975). A comparative analysis of complex organizations. New York: Free Press.
Garipagaoglu, B. C. (2013). Examining organizational commitment of private school teachers. Journal of Educational and Instructional Studies in the world, 3 (2), 22-28.
Gehrke, N. (1991). Developing teacher leadership skills. Retrieved from http://files.eric.ed.gov/fulltext/ED330691.pdf.
Greenlee, J. B. (2007). Building teacher leadership capacity through educational leadership programs. Journal of Research for Educational Leaders, 4 (1), 44-74.
Harris, A. (2005). Teacher leadership: More than just a feel-good factor? Leadership and Policy in Schools, 4 (3), 201–219.
Harris, A., & Muijs, D. (2003). Teacher leadership: Principles and practice. National College for School Leadership. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?
Hulpia, H., Devos, G., & Rosseel, Y. (2009). The relationship between the perception of distributed leadership in secondary schools and teachers' and teacher leaders' job satisfaction and organizational commitment. School Effectiveness and School Improvement, 20 (3), 291-317.
Iqbal, A. (2010). An empirical assessment of demographic factors, organizational ranks and organizational commitment. International Journal of Business and Management, 5 (3), 16-27.
Karatas, S., & Gules, H. (2010). The relationship between primary school teachers' job satisfaction and organizational commitment. Usak Universitesi Sosyal Bilimler Dergisi, 3 (2), 74-89.
Khalili, A., Asmavi, A. (2012). Appraising the impact of gender differences on organizational commitment: Empirical evidence from a private SME in Iran. International Journal of Business and Management, 7 (5), 100-110.
Kilinc, A. C. (2014). Examining the relationship between teacher leadership and school climate. Educational Sciences: Theory & Practice, 14 (5), 1729-1742.
Kilinc, A. C., & Recepoglu, E. (2013). High school teachers' perceptions on and expectations from teacher leadership. Kalem Egitim ve Insan Bilimleri Dergisi, 3 (2), 175-215.
Kilincarslan, S. (2013). Leadership styles of school administrators and teachers to examine the relationship between levels of organizational commitment. (Unpublished master’s thesis). Okan University, Istanbul.
Kiranli, S. (2013). Teachers' and school administrators' perceptions and expectations on teacher leadership. International Journal of Instruction, 6 (1), 179-194.
Kursunoglu, A., Bakay, E., & Tanriogen, A. (2010). Organizational commitment levels of elementary school teachers. Pamukkale Universitesi Egitim Fakultesi Dergisi, 28, 101-115.
Lieberman, A., &Friedrich, L. (2007). Teachers, writers, leaders. Educational Leadership, 65 (1), 42-47.
Lieberman, A., & Miller, L. (2005). Teachers as leaders. The Educational Forum, 69, 151-159.
Meyer, J. P., & Allen, N. J. (1991). A three-component conceptualization of organizational commitment. Human Resources Management Review, 1 (2), 61-89.
Meyer, J. P., Stanley, D. J., Herscovitch, L., & Topolnytsky, L. (2002). Affective, continuance, and normative commitment to the organization: A meta-analysis of antecedents, correlates, and consequences. Journal of Vocational Behavior, 61, 20-52.
Mowday, R. T., Steers, R. M., & Porter, L. W. (1979). The measurement of organizational commitment. Journal of Vocational Behaviour, 14 (2), 224-247.
O’Reilly, R., & Chatman, J. (1986). Organizational commitment and psychological attachment: The effects of compliance, identification and internalization on prosocial behavior. Journal of Applied Psychology, 71 (3), 492–499.
Pounder, S. J. (2006). Transformational classroom leadership: The fourth wave of teacher leadership? Educational Management Administration & Leadership, 34, 533-545.
Rinehart, J. S., & Short, P. M. (1993, December). Job satisfaction and empowerment among teacher leaders, reading recovery teachers and regular classroom teachers. Paper presented at the annual conference of the American Educational Research Association, Atlanta, GA.
Selvitoplu, A., & Sahin, H. (2013). The relationship between organizational justice perceptions and organizational commitment levels of secondary school teachers. Ahi Evran Universitesi Kırsehir Egitim Fakultesi Dergisi, 14 (2), 171-189.
Sesen, H., & Basim, H. N. (2012). Impact of satisfaction and commitment on teachers’ organizational citizenship. Educational Psychology, 32 (4), 475-491.
Silva, D. Y., Gimbert, B., & Nolan, J. (2000). Sliding the doors: Locking and unlocking possibilities for teacher-leadership. Teachers College Record, 102 (4), 779-804.
Suki, M. N., & Suki, M. N. (2011). Job satisfaction and organisational commitment: The effect of gender. International Journal of Psychology Research, 6 (5), 1-15.
Tett, R. P., & Meyer, J. P. (1993). Job satisfaction, organizational commitment, turnover intention, and turnover: Path analyses based on meta-analytic findings. Personnel Psycholog, 46, 259-293.
Turan, S. (1998, October). Measuring organizational climate and organizational commitment in the Turkish educational context. Paper presented at the University Council for Educational Administration's Annual Meeting, St. Louis, Missouri, USA.
Ugurlu, C. T., Sincar, M., & Cinar, K. (2013). Effect of ethical leadership behaviours on the teachers’ ethical commitment level in secondary schools. Erzincan Universitesi Egitim Fakultesi Dergisi, 15 (1), 266-281.
Uslu, B., & Beycioglu, K. (2013). The relationship between organizational commitments of elementary school teachers and the distributed leadership roles of principals. Ondokuz Mayıs Universitesi Egitim Fakultesi Dergisi, 32 (2), 323-345.
Ustuner, M. (2009). Teachers’ organizational commitment scale: A validity and reliability study. Inonu University Journal of the Faculty of Education, 10 (1), 1-17.
Wahab, J.A., Fuad, C. F. M., Ismail, H., & Majid, S. (2014). Headmasters’ transformational leadership and their relationship with teachers’ job satisfaction and teachers’ commitments. International Education Studies, 7 (13), 40-48.
Weiss, C. H., Cambone, J., Wyeth, A. (1992). Trouble in paradise: Teacher conflicts in shared decision making. Educational Administration Quarterly, 28: 350–367.
Wiener, Y. (1982). Commitment in organizations: A normative view: Academy of Management Review, 7 (3), 88-105.
Yigit, Y., Dogan, S., & Ugurlu, C. T. (2013). Teachers' views on teacher leadership behavior. Cumhuriyet International Journal of Education, 2 (2), 93-105.
York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74 (3), 255–316.
Call for Papers
EDUPIJ is calling for submissions to the Volume 8, Issue 3, 2019. Submission Deadline: May 31, 2019.