The Relationship Between the Leadership Styles of the School Administrators and the Organizational Citizenship Behaviours of Teachers

Abstract

The aim of this study is to determine the relationship between the leadership styles of the school administrators and the organizational citizenship behaviors of teachers. The concept of organizational citizenship is not one of the task definitions of teachers but they are the actions which they perform with their free will. Besides, these actions increase job satisfaction and productivity of teachers in their working environment. The style of leadership of school administrators has a significant effect on the gaining process of organizational citizenship for teachers. The study group of this research model was formed with 204 volunteer primary school teachers who work in Samsun city center. The data of this research have been collected by looking into the "Organizational Citizenship Behaviors Scale" and "The Leadership Style Questionnaire". Descriptive statistics, t test, Kruskal Wallis test have been used in the analysis of the data which have been collected. According to the findings which have been gathered, the participants have positive outlooks and opinions about the organizational citizenship behaviors in the schools they work in. However, participants' opinions have had a significant diversity in terms of gender, branch, education level and variable seniority. There is a meaningful and positive relationship between the organizational behaviors of teachers and transactional and transformational leadership styles of school administrators. It cannot be denied that school administrators have an important role in making teachers feel that they are the part of the organization and in their working more efficiently. Consequently, it is important that school administrators are the people who should have clear objectives, be open to transformation, be able to give ethical decisions and respect and appraise teachers' opinions. © 2010 Published by Elsevier Ltd.