The Relationship between School Administrators' Empowering Leadership Behaviors and Teachers' Perceptions of Organizational Citizenship

Autor/in	Ertürk, Ramazan
Titel	The Relationship between School Administrators' Empowering Leadership Behaviors and Teachers' Perceptions of Organizational Citizenship
Quelle	In: Journal of Educational Leadership and Policy Studies, 6 (2022) 1, (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2473-2826
Schlagwörter	Administrator Behavior; Teacher Attitudes; Educational Environment; Interpersonal Relationship; Elementary School Teachers; Teacher Empowerment; Foreign Countries; Leadership Styles; Work Environment; Cooperation; Values; Correlation; Responsibility; Altruism; Collegiality; Turkey + Suchen Sie Ihr Suchwort? Lehrerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Führungsstil; Arbeitsmilieu; Co-operation; Kooperation; Wertbegriff; Korrelation; Verantwortungsübernahme; Zuständigkeit; Altruistic behavior; Altruismus; Kollegialität; Türkei
Abstract	This research aims to determine the effect of school administrators' empowering leadership behaviors on teachers' organizational citizenship behaviors. The research population designed in the scanning model consisted of 465 teachers working in primary schools in the city centre of Bolu, and feedback was obtained from 336 teachers. Data were collected using the Empowering Leadership Scale and Organizational Citizenship Behaviour scales. Since the data showed normal distribution, parametric analyses were performed. According to the research results, teachers' perceptions of school administrators' empowering leadership behaviors were high in the scale total and the dimensions of responsibility and support. In contrast, it was medium in terms of empowerment. Teachers' perceptions of organizational citizenship are high in all dimensions, including the total scale of cooperation, sportsmanship, conscientiousness, and civic virtue. There is a positive and highly significant relationship between the total score of the empowering leadership scale and the dimensions of empowerment, responsibility, support, and the total score of the organizational citizenship scale and the dimensions of cooperation, sportsmanship, conscientiousness, and civic virtue. The empowering leadership scale total score and its subdimensions significantly predict the total score of the organizational citizenship scale. According to teacher perceptions, it is noteworthy that school administrators' empowering leadership behaviors are at a moderate level in the dimension of empowerment. Teachers should be empowered within the framework of their responsibilities and participation in the decision process regarding getting things done to increase the empowering leadership behaviors of school administrators to a high level in the empowerment dimension. Schools can delegate important tasks to teachers. In addition, this situation shows that school administrators trust teachers. It can create an environment where teachers can make their own decisions about the job and how it should be done without explaining the job they will do. It would be beneficial for school administrators to exhibit empowering leadership behaviors for teachers to show more effort by exhibiting organizational citizenship behavior. (As Provided).
Anmerkungen	Southern Connecticut State University. 501 Crescent Street, New Haven, CT 06515. e-mail: 203-392-7278; Web site: https:/go.southernct.edu/jelps/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01