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Autor/inPalta, Aysegül
TitelExamination of Teachers' Perceptions about Servant Leadership and Organizational Commitment
QuelleIn: International Education Studies, 12 (2019) 4, S.36-41 (6 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1913-9020
SchlagwörterTeacher Attitudes; Foreign Countries; Correlation; Leadership Styles; Teacher Leadership; Teacher Persistence; Gender Differences; Faculty; Tenure; Status; Teaching Methods; Elementary School Teachers; Secondary School Teachers; Turkey
AbstractThe issue of leadership has been debated by people since ancient times. When literature review is done in this field, it has seen that leadership was defined by many scientists and different approaches have been created about the subject Servant leadership is an understanding that reappears in the modern world and that leaders are accountable to their followers and go back to historical antiquity. Organizational commitment is the degree of integration and identification that an individual feels for an organization. Many researches have been done so far on organizational commitment. Low organizational commitment has individual and organizational negative consequences such as being late for work, absenteeism, low performance and even leaving the job. The purpose of this study is to investigate teachers' perceptions about servant leadership and organizational commitment. 149 teachers answered the scales. Survey and correlational model were preferred. According to the findings, teachers' perceptions about servant leadership and organizational commitment don't vary in accordance with gender, branch, tenure in school and seniority. Organizational commitment of teachers and servant leadership perceptions are related to each other. This relationship is positive and low. (As Provided).
AnmerkungenCanadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/ies
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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