Güçlendirici Liderlik ile Öğretmen İş Performansı Arasındaki İlişki: Örgütsel Bağlılığın Aracı Rolü

Bu çalışma, okul müdürlerinin güçlendirici liderliği ile öğretmenlerin iş performansı arasındaki ilişkide örgütsel bağlılığın aracı rolünü incelemektedir. Nicel desende kurgulanan mevcut araştırma kesitsel bir çalışmadır. Veriler, "Güçlendirici Liderlik Ölçeği", "Örgütsel Bağlılık Ölçeği" ve "İş Performansı Ölçeği" aracılığı ile toplanmıştır. Araştırmanın örneklemini Türkiye'nin farklı illerinde görev yapan 324 öğretmen oluşturmaktadır. Katılımcılara uygun örnekleme yöntemi ile ulaşılmış ve katılımcılar ölçekleri çevrimiçi olarak yanıtlamıştır. Değişkenler arası öngörücü ilişkiler yapısal eşitlik modeli kullanılarak ortaya çıkarılmıştır. Yapısal modelin test edilmesinden önce, ölçüm modelinin ve araştırmada kullanılan ölçeklerin geçerliliği incelenmiştir. Elde edilen bulgular ölçeklerin geçerlik ve güvenirliğine işaret etmektedir. Ölçüm modeline ilişkin uyum iyiliği değerleri alanyazındaki ölçütleri karşılamıştır. Veri çok değişkenli normal dağılım varsayımını karşılamadığından önyükleme (bootstrapping) yöntemi kullanılmıştır. Bulgular, güçlendirici okul liderliğinin öğretmenlerin iş performansı ve örgütsel bağlılığı ile pozitif ilişkili olduğunu göstermiştir. Öte yandan, örgütsel bağlılık iş performansını artırmaktadır. Son olarak, güçlendirici okul liderliği örgütsel bağlılık aracılığı ile öğretmen iş performansını dolaylı olarak etkilemektedir. Araştırma bulguları alanyazın temelinde tartışılmış ve bulgulara dayalı olarak bazı önerilerde bulunulmuştur.

The Relationship between Empowering Leadership and Teachers’ Job Performance: Organizational Commitment as a Mediator

This study investigates the mediating role of organizational commitment on the relationship between principals’ empowering leadership and teachers’ job performance. To this end, it employed a cross-sectional design, one of the quantitative methods. Data were collected through the “Empowering Leadership Behaviors Scale”, “Organizational Commitment Scale” and “Job Performance Scale”. The sample consisted of 324 teachers working in different cities in Turkey. They were employed through convenience sampling and responded to the scales online. Predictive relationships between variables were revealed using a structural equation model. Before testing the structural model, the validity of the scales and measurement model was investigated. The findings indicated that validity and reliability of scales were ensured. On the other hand, the fit indices regarding the measurement model satisfied the cutoff values in the literature. Since the data did not satisfy the multivariate normal distribution assumption, bootstrapping was used. The findings indicated that empowering leadership is positively associated with teachers’ job performance and organizational commitment. On the other hand, organizational commitment boosts job performance. Lastly, empowering school leadership enhances organizational commitment, which in turn teachers’ job performance. The findings were discussed based on the literature and some suggestions were made based on the findings.

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