The Relationship between Teachers' Perception about School Managers' Talent Management Leadership and the Level of Organizational Commitment

AYTAÇ, TUFAN

The Relationship between Teachers' Perception about School Managers' Talent Management Leadership and the Level of Organizational Commitment

Tufan AYTAÇ (Bozok Üniversitesi, Eğitim Fakültesi, İlköğretim Bölümü, Yozgat, Türkiye)

Eurasian Journal of Educational Research

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Yıl: 2015 Cilt: 15 Sayı: 59 Sayfa Aralığı: 165 - 179 Metin Dili: Türkçe İndeks Tarihi: 29-07-2022

The Relationship between Teachers' Perception about School Managers' Talent Management Leadership and the Level of Organizational Commitment

Öz:

Problem Durumu: Okullarda liderliùin eksikliùi ile ilgili küresel kayg×lar, okul liderlerinin Yetenek Yönetimi (YY) becerilerinin geliütirilmesi ihtiyac×n× ortaya ç×karm×üt×r. Okulda yetenekli çal×üanlar×n belirlenmesi, okula çekilmesi, geliütirilmesi ve elde tutulmas× rekabetin ve farkl×l×ù×n ön plana ç×kt×ù× eùitim alan×nda özellikle liderlerin YY becerilerinin geliütirilmesini zorunlu k×lm×üt×r. Okullar×n nitelikli çal×üanlar× (öùretmenleri ve yöneticileri) çekme, uygun pozisyonda kullanma, geliütirme, elde tutma ve yedekleme yeteneùi, okul toplumu geleceùe doùru ilerlerken önemli bir liderlik sorun alan× olarak görülmektedir. Örgütsel baùl×l×k ve okul yöneticilerininin liderlik yaklaü×mlar× (dönüüümcü, öùretim liderliùi vb.) ile ilgili farkl× deùiükenler baùlam×nda yap×lan araüt×rmalar×n sonuçlar× irdelendiùinde okul yöneticilerinin çeüitli liderlik davran×ülar× sergilemeleri ile öùretmenlerin örgütsel baùl×l×ù× aras×nda farkl× iliükiler bulunmuütur. Bu baùlamda araüt×rman×n problemini okul yöneticilerinin sergilediùi YY liderlik davran×ülar×n×n öùretmenler taraf×ndan nas×l alg×land×ù×n×n belirlenmesi ve bu davran×ülar×n öùretmenlerin örgütsel baùl×l×ù× ile iliükili olup olmad×ù×n×n ortaya konulmas× oluüturmaktad×r. Araüt×rman×n Amac×: Bu araüt×rman×n amac×; Anadolu lisesi öùretmenlerinin alg×lad×klar× okul yöneticilerinin YY liderliùi ile örgütsel baùl×l×ù× aras×ndaki ilis?kiyi belirleyerek, o?rgu?tsel baùl×l×ù×n alg×lanan YY liderliùi taraf×ndan yordanma derecesini ortaya koymakt×r. Bu amac?la as?ag?×daki sorulara yan×t aranm×üt×r: 1. Öùretmenlerin okul yöneticilerinin YY liderliùi ile örgütsel baùl×l×k düzeyleri alg×lar× aras×nda anlaml× bir iliüki var m×d×r? 2. Öùretmenlerin okul yöneticilerinin YY liderliùi (kiüisel nitelikler, stratejik yetenek, baükalar×yla birlikte çal×üma, deùerler boyutlar×) alg×lar× örgütsel baùl×l×ù×n boyutlar×n×n (duygusal, devam ve normatif) anlaml× bir yorday×c×s× m×d×r? Araüt×rman×n Yöntemi: Öùretmenlerin alg×lad×klar× okul yöneticilerinin YY liderliùi ile örgütsel baùl×l×k aras×ndaki iliükinin incelendiùi bu çal×üma, ilis?kisel tarama modelinde betimsel bir aras?t×rmad×r. Araüt×rmada okul yöneticilerinin YY liderlik düzeylerini belirleyebilmek için Davies ve Davies taraf×ndan geliütirilen "Yetenek Yönetimi Liderlik Ölçeùi (YYLÖ)" ve öùretmenlerin örgütsel baùl×l×k (ÖB) düzeylerini belirleyebilmek için ise Meyer ve Allen taraf×ndan geliütirilen "ÖB Ölçeùi" kullan×lm×üt×r. Verilerin analizi için Pearson korelasyon katsay×s× ve çoklu dog?rusal regresyon analizi kullan×lm×s?t×r. Araüt×rman×n örneklemini Ankara ili Büyüküehir Belediyesine baùl× metropol ilçelerde yeralan Anadolu liselerinden sec?kisiz olarak belirlenen 16 Anadolu lisesinde görev yapan 402 öùretmen oluüturmaktad×r. Araüt×rman×n Bulgular×: Veriler analiz edildiùinde, YY liderliùi ile ÖB aras×nda pozitif yönde, yüksek düzeyde ve anlaml× bir iliükinin olduùu görülmektedir (r=0.80, p<.01). Öùretmenlerin duygusal baùl×l×ù× ile YY liderliùi boyutlar×ndan baükalar×yla birlikte çal×üma (r = .93, p < .01), deùerler (r = .91, p < .01) ve kiüisel nitelikler (r =.83, p < .01) aras×nda pozitif yüksek düzeyde iliükiler bulunurken, duygusal baùl×l×k ile stratejik yetenek (r = .51, p < .01) aras×nda ise pozitif yönde ve orta düzeyde anlaml× bir iliüki bulunmuütur. Devam baùl×l×ù× ile stratejik yetenek boyutu aras×nda pozitif yönde ve orta düzeyde anlaml× bir iliükinin olduùu görülmektedir (r = .33, p < .01). Devam baùl×l×ù× ile kiüisel nitelikler (r =.16, p < .01), deùerler (r =.17, p < .01) ve baükalar×yla birlikte çal×üma (r =.22, p < .01) boyutlar× aras×nda ise pozitif yönde ve düüük düzeyde anlaml× bir iliüki bulunmuütur. Normatif baùl×l×k ile stratejik yetenek boyutu aras×nda pozitif yönde yüksek düzeyde anlaml× bir iliüki bulunmuütur (r = .88, p < .01). Normatif baùl×l×k ile kiüisel nitelikler (r =.53, p < .01), deùerler (r =.48, p < .01) ve baükalar×yla birlikte çal×üma (r =.47, p < .01) boyutlar× aras×nda ise pozitif yönde ve orta düzeyde anlaml× bir iliüki bulunmuütur. YY liderliùinin kiüisel nitelikler, stratejik yetenek, baükalar×yla birlikte çal×üma ve deùerler boyutlar×n×n birlikte devam baùl×l×ù× ile anlaml× bir iliüki verdiùi görülmektedir (R = .35, p < .01). Bu yorday×c× deùiükenler, öùretmenlerin devam baùl×l×k alg×lar×ndaki toplam varyans×n yaklaü×k %12'sini aç×klamaktad×r. Stratejik yetenek (? = .33, p < .01) ve baükalar×yla birlikte çal×üma (? = .30, p< .05) boyutlar× devam baùl×l×ù×n× pozitif yönde ve anlaml× düzeyde yordamaktad×r. Kiüisel nitelikler (? = -.16, p > .05) ve deùerler (? = -.13, p > .05) boyutlar× ise devam baùl×l×ù×n×n anlaml× yorday×c×s× deùildir. YY liderliùinin kiüisel nitelikler, stratejik yetenek, baükalar×yla birlikte çal×üma ve deùerler boyutlar×n×n birlikte duygusal baùl×l×k ile anlaml× bir iliüki verdiùi görülmektedir (? = .95, p < .01). Bu yorday×c× deùiükenler, öùretmenlerin duygusal baùl×l×ù× alg×lar×ndaki toplam varyans×n yaklaü×k %90'×n× aç×klamaktad×r. Kiüisel nitelikler (? = .07, p < .05), baükalar×yla birlikte çal×üma (? = .58, p< .01) ve deùerler (? = .32, p< .01) boyutlar× duygusal baùl×l×ù× pozitif yönde ve anlaml× düzeyde yordamaktad×r. Stratejik yetenek (? = -.00, p > .05) boyutu ise, duygusal baùl×l×ù×n anlaml× yorday×c×s× deùildir. YY liderliùinin kiüisel nitelikler, stratejik yetenek, baükalar×yla birlikte çal×üma ve deùerler boyutlar×n×n birlikte normatif baùl×l×ù× ile anlaml× bir iliüki verdiùi görülmektedir (R = .89, p < .01). Bu yorday×c× deùiükenler, öùretmenlerin normatif baùl×l×k alg×lar×ndaki toplam varyans×n yaklaü×k %79'unu aç×klamaktad×r. Stratejik yetenek (? = .86, p < .01) normatif baùl×l×ù× pozitif yönde ve anlaml× düzeyde yordamaktad×r. Kiüisel nitelikler (? = .07, p > .05), baükalar×yla birlikte çal×üma (? = -.00, p > .05) ve deùerler (? = -.02, p > .05) boyutlar× devam baùl×l×ù×n×n anlaml× yorday×c×s× deùildir. YY liderliùinin kiüisel nitelikler, stratejik yetenek, baükalar×yla birlikte çal×üma ve deùerler boyutlar×n×n birlikte

Anahtar Kelime:

Konular: Eğitim, Eğitim Araştırmaları

Öğretmenlerin Okul Yöneticilerinin Yetenek Yönetimi Liderliği Algısı ile Örgütsel Başlılık Düzeyi Arasındaki İlişki

Öz:

Problem statement: Talent Management (TM) has been recently seen as a critical success factor in the development of educational organizations. The problem this study addresses is whether there is a relationship between teacher perceptions about school managers' TM leadership and their level of organizational commitment (OC). The level of school managers' TM leadership characteristics could influence the teachers' OC either positively or negatively. Within this context, in this study, great importance is attached to the determination of the way teachers perceive the school leaders' TM behaviors and to the examination of whether these behaviors have a relationship with teachers' OC. management leadership level, and the "Organizational Commitment Scale" developed by Meyer and Alien has been used to determine the teachers' OC levels. Findings and Results: Analyzing the data, a significant, high-level relationship in a positive direction between TM Leadership and OC is observed (r=0.80, p<.01). Findings show that teachers' perception about school leaders' talent management leadership is a significant variable predicting their organizational commitment. Based on the regression analysis results, the regression equation (mathematical model) for the prediction of organizational commitment is as follows: OC=0.64+0.44 Strategic acumen+ 0.31 Interoperability+ 0.05 Values+ -0.01 Personal qualities. Conclusions and Recommendations: The TM leadership of the school managers as observed by the teachers has been found to be a significant variable which predicts teachers' organizational commitment. The efficiency of school managers in strategic acumen and interoperability seems to be a significant predictor of teachers' OC. Within the context of the results of this study, it may be suggested that various qualitative and quantitative research should be undertaken to raise consciousness about the TM leadership approach and to determine the school managers' and teachers' views on this issue in terms of different variables

Anahtar Kelime:

Konular: Eğitim, Eğitim Araştırmaları

Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık

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APA	AYTAÇ T (2015). The Relationship between Teachers' Perception about School Managers' Talent Management Leadership and the Level of Organizational Commitment. , 165 - 179.
Chicago	AYTAÇ TUFAN The Relationship between Teachers' Perception about School Managers' Talent Management Leadership and the Level of Organizational Commitment. (2015): 165 - 179.
MLA	AYTAÇ TUFAN The Relationship between Teachers' Perception about School Managers' Talent Management Leadership and the Level of Organizational Commitment. , 2015, ss.165 - 179.
AMA	AYTAÇ T The Relationship between Teachers' Perception about School Managers' Talent Management Leadership and the Level of Organizational Commitment. . 2015; 165 - 179.
Vancouver	AYTAÇ T The Relationship between Teachers' Perception about School Managers' Talent Management Leadership and the Level of Organizational Commitment. . 2015; 165 - 179.
IEEE	AYTAÇ T "The Relationship between Teachers' Perception about School Managers' Talent Management Leadership and the Level of Organizational Commitment." , ss.165 - 179, 2015.
ISNAD	AYTAÇ, TUFAN. "The Relationship between Teachers' Perception about School Managers' Talent Management Leadership and the Level of Organizational Commitment". (2015), 165-179.

APA	AYTAÇ T (2015). The Relationship between Teachers' Perception about School Managers' Talent Management Leadership and the Level of Organizational Commitment. Eurasian Journal of Educational Research, 15(59), 165 - 179.
Chicago	AYTAÇ TUFAN The Relationship between Teachers' Perception about School Managers' Talent Management Leadership and the Level of Organizational Commitment. Eurasian Journal of Educational Research 15, no.59 (2015): 165 - 179.
MLA	AYTAÇ TUFAN The Relationship between Teachers' Perception about School Managers' Talent Management Leadership and the Level of Organizational Commitment. Eurasian Journal of Educational Research, vol.15, no.59, 2015, ss.165 - 179.
AMA	AYTAÇ T The Relationship between Teachers' Perception about School Managers' Talent Management Leadership and the Level of Organizational Commitment. Eurasian Journal of Educational Research. 2015; 15(59): 165 - 179.
Vancouver	AYTAÇ T The Relationship between Teachers' Perception about School Managers' Talent Management Leadership and the Level of Organizational Commitment. Eurasian Journal of Educational Research. 2015; 15(59): 165 - 179.
IEEE	AYTAÇ T "The Relationship between Teachers' Perception about School Managers' Talent Management Leadership and the Level of Organizational Commitment." Eurasian Journal of Educational Research, 15, ss.165 - 179, 2015.
ISNAD	AYTAÇ, TUFAN. "The Relationship between Teachers' Perception about School Managers' Talent Management Leadership and the Level of Organizational Commitment". Eurasian Journal of Educational Research 15/59 (2015), 165-179.