Ortaöğretim Kurumları Yöneticilerinin Etik Liderlik Özellikleri ile Öğretmenlerin Örgütsel Bağlılıkları Arasındaki İlişki

Insana ve kaliteli egitime odakli egitim kurumlari, ilk olarak etik degerleri benimsemek ve bunlari davranis haline getirmek zorundadir. Etik liderlik bulundugu kurumlarda etik deger ve ilkelere dayali iliskiyi benimseyen ve bunu onceleyen anlayistir. Orgutsel baglik ise orgut calisanlarinin kurumun hedef ve degerlerini kesin bir inancla benimseme, gonullu olarak orgutu ileri seviyelere tasimaya cabalama ve bu orgutun uyesi olarak kalmaya devam etme istegine sahip olma durumudur. Bu calismada ortaogretim kurumlarinda gorev yapan kurum yoneticilerinin etik liderlik anlayislari ile kurum calisanlarinin orgutsel bagliliklari arasindaki iliski incelenmektedir. Liselerde gorev yapan ogretmenlerin orgutsel bagliliga ve okul yoneticilerinin etik liderlik davranislarina iliskin gorusleri; cinsiyet, okul turu, mesleki kidem, brans, aylik gelir, sendika uyeligi degiskenlerine gore anlamli bir farklilik gosterip gostermedigi sorusuna cevap aranmistir. Bu amacla Bursa ilindeki Anadolu lisesi, meslek lisesi, genel lise olmak uzere uc okulda gorev yapan123 ogretmene Etik Liderlik Anketi ile Orgutsel Baglilik Anketi uygulanmistir. Elde edilen verilerin analizi sonucunda iklimsel etik davranislari, davranissal etik davranislarindan anlamli derecede fazla oldugu sonucuna ulasilmistir. Duygusal baglilik puanlarinin, hem normatif puanlarindan hem de devam bagliligi puanlarindan anlamli derecede yuksek oldugunu (p 0,05)ancak devam bagliligi ve normatif baglilik puanlari arasinda anlamli fark olmadigini (p>0,05) gostermistir. Arastirmada; okul yoneticilerinin orta duzeyde etik liderlik davranisi sergiledikleri, ogretmenlerin yuksek duzeyde orgutlerine baglilikta bulunduklari sonucuna ulasilmistir. Educational institutions must adopt ethical values and turn these into behavior. Ethical leadership is adopting relationship based on the principles of ethical values and preceding this understanding in their institutions. In addition, it is inevitable to regard the spiritual elements providing organizational commitment of employees. In light of ethical values, the school administrators' following a healthy method towards teachers will improve teachers' organizational commitment. In this study, the relationship between the ethical leadership understanding of administrators who serve at secondary education institutions and the institution employees' organizational affiliations are being examined. It'sbeing triedtocheckout the relationship between school managers' ethical leadership understanding and application degree of this understanding in their institutions and the level of institutionemployees' organizational commitment. Do the high school teachers' opinions of organizational commitment show a meaningful difference according to gender, type of school, seniority, branch monthlyincome, the trade union membership of variables? Do high school teachers opinions towards the ethical leadership skills represented by school administrators, show a meaningful difference according to gender, types of school, seniority, branch monthly income ,the trade union membership of variables? Is there a relaitonship between school managers ethical leadership understanding and teachers' organizational affilications? The sample of the study was 123 teachers working in anatolian, vocational and general high schools in Bursa. Emotional commitment scores were significantly higher than both normative scores and ongoing loyalty scores (p 0,05) and it showed that there is no difference between ongoing loyalty and normative commitment scores (p