The Relationship Between Learning - Centered Leadership and Teachers’ Organizational Identitiy Perceptions

Abstract

In the study, it is aimed to reveal whether there is a significant relationship between the learning-centered leadership behaviors of school principals and teachers' perceptions about organizational identity according to teachers' views. 266 teachers working in secondary education institutions in the central district of Bolu province in the 2020-2021 academic year who voluntarily participated in the study make up the study group of the research in which the relational screening method has been used. In the research, as for data collection tools, learning-centered leadership scale and teacher organizational identity perception scale have been used together with the personal information form. When the result of the research is considered, teachers' perceptions of learning-centered leadership and organizational identity are high. Variables such as gender, working time at the school, working time with the school principal do not make difference in teachers' views on learning-centered leadership and organizational identity perceptions. While the seniority variable creates a significant difference in the teachers' views on learning-centered leadership in the sub-dimensions of providing learning support, managing learning programs and being a model, it does not make difference in their perceptions of organizational identity. There is a positive, reasonable relationship between learning-centered leadership and organizational identity.