The Relationship between the Influence Tactics Primary School Principals Use and Teachers’ Organizational Commitment

Abstract

The aim of this study is to investigate the relationship between the influence tactics primary school principals use and teachers’ organizational commitment. In the study correlational survey model was used. The teachers that worked at primary schools in 8 districts of the city center of Ankara in the academic year of 2016-2017 made up the sample of this study. The participants were 397 teachers who were chosen via stratified sampling. Influence Behavior Questionnaire and The Scale of Organizational Commitment were used to collect the data. For data analysis, Pearson Product-Moment Correlation Coefficient was used to designate the relationship between the variables and Multiple Linear Regression Analysis was used to study the predictor variables. The results demonstrated that the most frequent influence tactic the principals used was “legitimating” and the least used ones were “exchange and personal appeal”. On the other hand, the teachers were found to be committed to the organization the most in the internalization dimension. The findings of the study imply that principals should prefer to use mild tactics (ingratiation, apprising and collaboration). In addition, compared to other dimensions, teachers’ commitment to their schools are low in the dimension of compliance with their schools. Accordingly, studies that will increase teachers’ compliance with their schools may be undertaken.