School Principals' Performance and Its Relationship with Teachers' Organizational Citizenship Behavior

• Yusuf BUDAK ^[1] ; Gokmen DAGLI ^[2] ; Fahriye Altınay ^[1] ; Zehra ALTINAY ^[1]
  1. [1] Near East Unversty
  2. [2] Kyrena Unversty
• Localización: Revista de Cercetare si Interventie Sociala, ISSN-e 1584-5397, Vol. 69, 2020, págs. 293-312
• Idioma: inglés
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• Resumen

  • Performance evaluation plays an important role in achieving the objectives of the organization. 360 degree performance evaluation system has become more widespread in recent years. Today, having a high level of organizational citizenship behavior is necessary for the performance and efficiency of the organization. In particular, it is important that educators have an organizational citizenship behavior. In this study, mixed method model was used. In the quantitative dimension of the research, the school administrators 'performance of management and teachers' organizational citizenship behaviors were measured using quantitative scales. In the qualitative dimension, the effect of school principals 'managerial performance on teachers' organizational citizenship behavior was analyzed in depth with the help of semi-structured interview form. The school type variable was found both statistically (theoretically, hypothetically) and practically (methodologically) effective only in terms of the scores obtained from the 360 degree performance evaluation system. In a particular manner, “Multi-Programmed High Schools” were at the bottom in terms of evaluating the managerial and technical performances of the superiors. In terms of varying educational levels and institutional status the subordinates evaluated their school principals’ managerial performances in distinct levels. Both for the scores obtained from 360 degree performance evaluation system and the organizational citizenship behavior, there were statistical and practical effects. Lastly, novice subordinates had evaluated their school principals’ managerial performances in lower levels and more experienced (more than 16 years) subordinateshad scored their school principals’ managerial performances significantly compare to the novice ones.