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Year 2022, Volume: 15 Issue: 1, 16 - 41, 31.01.2022
https://doi.org/10.30831/akukeg.945201

Abstract

References

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

Year 2022, Volume: 15 Issue: 1, 16 - 41, 31.01.2022
https://doi.org/10.30831/akukeg.945201

Abstract

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. Since the data did not satisfy the multivariate normal distribution assumption, bootsrapping 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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There are 127 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

İbrahim Limon 0000-0002-5830-7561

Publication Date January 31, 2022
Submission Date May 30, 2021
Published in Issue Year 2022 Volume: 15 Issue: 1

Cite

APA Limon, İ. (2022). Relationship between Empowering Leadership and Teachers’ Job Performance: Organizational Commitment as Mediator. Journal of Theoretical Educational Science, 15(1), 16-41. https://doi.org/10.30831/akukeg.945201

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