Özet:

The aim of this study is to study the relationships between school managers’ conflict management styles and teachers’ level of organizational commitment. In the Nicel research pattern, a relative scanning model was used. In this study, the universe consists of 1114 teachers who work in public high schools located within the limits of the Kayapınar district of Diyarbakır. The study included 278 teachers using a simple, unselective sampling method. In the study, the analysis of the data was performed in percentage, arithmetic average, standard deviation test, pearson moments correlation ratio and regression analysis. According to the correlation, from the perceptions of emotional commitment to the styles of conflict management, the integration, consensus and consensus styles have established a link between them in a positive direction and in a medium level, in a positive direction and in a low level with the avoidance style, and in a negative direction and in a medium level with the style of governance. Teachers' continued perceptions of commitment to the conflict management styles of integration, consciousness and consensus styles have established a link between them in a positive direction and at a medium level, with the style of avoidance in a positive direction and at a low level, with the style of governance in a negative direction and at a low level. Teachers' normative commitment perceptions and conflict management styles, integration, avoidance and consensus styles have established a link between them in a positive direction and in a medium level, and in a negative direction and in a medium level with the style of governance.

Özet:

The aim of this study is to examine the relationship between school principals 'conflict management styles and teachers' organizational commitment levels. The relational screening model was used in the research, which was designed in quantitative research design. The population of this study consists of 1114 teachers working in public secondary schools located within the borders of Kayapınar district of Diyarbakır. 278 teachers participated in the study using the simple random sampling method. Percentage, arithmetic mean, standard deviation test, pear-moments correlation coefficients and regression analysis were used in the analysis of the data. According to the result of the correlation, there was a positive and moderate connection between the perceptions of emotional attachment and the style types of integration, compromise and reconciliation from conflict management styles, in a positive and medium level, with avoidance style in a positive direction and with a low level, with a domination style in a negative direction and a medium level. Teachers' perceptions of attendance and conflict management styles were found to be positively and moderately correlated with the types of integration, compromise and reconciliation style, with avoidance style in a positive and low level, and with the domination style in a negative direction and at a low level. There was a positive and medium connection between teachers' perceptions of normative commitment and conflict management styles (integration of conflict management styles), avoidance of compromise and compromise style, and a negative and medium level connection with the style of domination.

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