Abstract
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 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.
Highlights
Organizational commitment of the employees is vital for the effectiveness and the productivity of the organizations
This study aimed to examine the relationship between teachers’ teacher leadership roles and the levels of organizational commitment
According to the teachers who participated in the study, the expectations of teacher leadership roles were indicated as “always” and the perceptions of them were indicated as “frequently”
Summary
Organizational commitment of the employees is vital for the effectiveness and the productivity of the organizations. As in the other organizations, effective and productive operation of the educational organizations, which develop people and direct society, is dependent on teachers’ feeling of themselves as a part of the organization, namely their commitments. It is suggested that teachers with high levels of organizational commitment accept school goals at a higher level and do more than their job description. It is known that organizational commitment increases job satisfaction and performance; decreases absenteeism and desire to quit. Various factors affecting teachers’ organizational commitment can be mentioned. Teacher leadership, which requires being the pioneer of change and actively taking part in educational processes, may have an effect on teachers’ organizational commitment
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